This study explores the ontological perspective in analyzing students’ problem-solving related to mechanical energy conservation. The research involves 18 high school students whose explanations were qualitatively analyzed using an extended ontological framework. Initially, students predominantly employed matter-based predicates and formula-centered representations in the first-step problem-solving. However, in the second step, there was a transition towards process-based predicative expressions and representations, such as reformulating, proportional expressions, symbols, and tables, alongside continued use of matter-based expressions. This phase reflects the students’ conceptual shift toward including the “process” category in their understanding of energy concepts. In the third step, most students demonstrated process-based predicative expressions and representations, emphasizing concepts like “conversion” and “transfer.” This transition indicates a shift from the ontological category of “matter” to “process,” evident in both predicates and representation formats. The findings suggest that understanding students’ concepts through an ontological lens not only enhances teaching and learning physics but also contributes to the integration of ontological concepts into science education.

本研究探讨了分析学生解决与机械能守恒相关的问题时的本体论视角。该研究涉及 18 名高中生，他们的解释使用扩展的本体论框架进行了定性分析。最初，学生在第一步解决问题时主要使用基于物质的谓词和以公式为中心的表示。然而，在第二步中，向基于过程的谓词表达式和表示过渡，例如重新表述、比例表达式、符号和表格，以及继续使用基于物质的表达式。此阶段反映了学生在理解能源概念时将“过程”类别包括在内的概念转变。在第三步中，大多数学生展示了基于过程的谓语表达和表示，强调 “conversion” 和 “transfer” 等概念。这种转变表明从“物质”的本体论范畴向“过程”的转变，这在谓词和表示形式中都很明显。研究结果表明，通过本体论的视角理解学生的概念不仅可以增强物理学的教学和学习，还有助于将本体论概念整合到科学教育中。