Junior High School Students To Solve Science's Comprehensive Study Of The Thought Process

The study was under the directions of the Cognitive Psychology and Information Processing Psychology, using large sample test and think-aloud protocols, we explored the thinking processes used by junior during solving the scientific synthesis problem. The test subject came from different teaching form and different achievement. The testing materials consisted of Science Test, Metacognition Level Test and The Scientific Synthesis Problem solving, which were designed by the researcher. The result showed: (1) There was significant difference between the high-achieving students and the under-achieving students in cognitive structure, but no significant difference between the students under subject-specific teaching and the students under subject-combined teaching in cognitive structure. (2) The difference in thinking processes occurred in the problem-schema and the processes coming into problem-schema, which include problem-representation level, cognitive structure, information processing level, information processing style and problem-solving strategies. (3) The structural degree of cognitive structure affected the solvers' retrieving and combining information; metacognition affected the solvers' representing problem by information encoding and affected problem-solving rule by their cognitive strategies; cognitive style affected information processing style. At last we pointed out that, science teaching should help students form logical cognitive structure, should attach importance to the culture of students' information converting ability, and improve their ability to solve scientific synthesis problems.