本研究主要目的為瞭解物理專業以及理工專業之台灣大專院校生對於物理解題在物理學習中所扮演之角色。總共有562位學生（288位物理專業學生，274位非物理之理工專業學生）參與研究，以量化研究方式分別調查學生的「物理解題概念」、「物理解題後設認知」、「物理學習自我效能」，以及「數學學習自我效能」。本研究主要包含二項目標，以結構方程式模型分析物理專業與非物理之理工專業學生的物理解題模式，並比較其差異；並比較具不同「物理解題概念」之物理專業學生，他們在「物理解題後設認知」、「物理學習自我效能」，以及「數學學習自我效能」之表現差異。
經由結構方程式模型分析比較，研究結果發現物理專業與理工專業學生在物理解題與學習上有一些相異的特徵，物理專業學生愈是認為物理解題是一連串計算與練習的歷程，可能愈不擅長掌握「物理解題後設認知」相關技能。而非物理之理工專業學生，他們認為物理解題是為了幫助理解物理現象，但對於應用更複雜的認知技能，以及應用所學物理知識於生活中不具信心，但卻可以透過運用「認知調節」技能，幫助他們深入思考物理內容且將物理知識與日常現象做結合。此外他們愈是善於掌握物理解題的陳述性知識、程序性知識，以及條件性知識，可能對於深入思考物理內容與問題以及參與物理相關內容的討論活動上愈有信心。
對於具有不同「物理解題概念」之物理專業學生，在「物理解題後設認知」、「物理學習自我效能」，以及「數學學習自我效能」之表現差異的部分，研究結果發現「建構」群組的學生有著高理解低記憶低考試的解題概念，他們在「物理解題後設認知」與「物理學習自我效能」的整體表現是比其他物理專業學生來得好。
本研究結果可作為未來大學物理教學參考，教師能了解物理專業領域以及非物理之理工專業領域學生的物理解題與學習方式，調整教學的方式，以幫助他們的物理學習。

This research was to explore Taiwanese university students’ physics problem-solving and the differences between physics majors and other science majors. A total of 562 Taiwanese university students (288 physics majors and 274 other science majors) participated in this study. Four questionnaires, Conceptions of Physics Problem-solving (COPPS), Physics Problem-solving Metacognition (PPSM), Physics Learning Self-efficacy (PLSE), and Mathematics Learning Self-efficacy (MLSE), were utilized. There were two goals in this research. First, this research used the structural equation modeling analysis to explore physics majors’ and other science majors’ physics problem-solving model. Second, this research investigated the performance of PPSM, PLSE, and MLSE for physics majors having different conceptions of physics problem-solving.
The structural equation model indicated the difference of physics problem-solving and learning between physics majors and other science majors. Physics majors regarding solving physics problems as a series of calculating and practicing tutorial problems are likely to lack knowledge of cognition and skills about regulating their process of problem-solving. Other science majors thinking of solving physics problems as a process of understanding natural phenomena and physics knowledge probably lack confidence in using high-order cognitive skills and applying physics concepts in daily life. They are also likely to using metacognitive skills to help them learn physics and perform physics learning activities so that they have confidence in accomplishing their goals of learning physics. In addition, other science majors being adept in realizing their cognition may be confident of using high-order cognitive skills and expressing their own opinions with others in physics class.
The results for the performance of PPSM, PLSE, and MLSE for physics majors having different conceptions of physics problem-solving presented that the students in “Constructive” group considering physics problem-solving as the process of achieving true understanding of physics knowledge have better performance of PPSM and PLSE than “Reproductive”, “Transitional”, and “Low-commitment” group.
The results of this research could help teach in undergraduate physics. Teachers could realize physics majors’ and other science majors’ circumstances of physics learning and problem-solving and regulate their teaching mode to enhance students’ performance of learning physics and solving physics problem-solving.

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