本研究是以1980年代以後的科學教育目標來分析我國國小自然科學教科書 之課本、教學指引及習作，探討教科書的內容、實驗活動及作業問題型態 ，並調查國小自然科教師對教科書的使用意見，了解現行教科書的優缺點 ，以供編撰教科書及學校、教師選擇教科書的參考。 為達上述之目的，本研究在內容分析部份採用的工具有科學知識本質年齡 層次分類表、ＳＴＳ科學教育目標、實驗活動發現開放層次分類法、科學 過程探究技能、教科書作業問題型態評估工具、以及 Bloom的目標分類法 ，在問卷調查方面採用國小自然科學教科書之意見調查表來蒐集和分析資 料。 本研究的主要發現如下: 一、國小自然科學教科書之課本內容在文字敘述上涉及科學知識本質的僅 佔0.084%，而這些文字敘述只提到科學知識是實證性的，雖如此，但其內 容仍含有科學知識本質之正面教學功能。 二、國小自然科學教科書的每個單元都提及個人需要及學術準備的科學教 育目標，而有25.53%的單元提及與科學有關的社會議題，但無提及有關生 涯職業教育的內容。 三、國小自然科學教科書的實驗活動無屬於層次０的單元，有55.32%的單 元屬於層次１，42.55%的單元屬於層次２，2.13% 的單元屬於層次３，是 屬相當不錯的實驗活動設計。 四、國小自然科學教科書習作的作業問題型態以及層次之分佈，有1.94% 的問題屬於非經驗性問題，98.06%的問題屬於經驗或實驗性問題；且屬於 高層次問題的比例較多，亦有一些價值性問題的設計，是相當重視學生高 層次問題解決的學習。以 Bloom目標分類來看，幾乎所有的作業問題都屬 於認知領域的問題，佔了99.72%，其中以理解和應用的問題為最多。 五、國小自然科教師對教科書的整體意見為滿意。可是教師對於教科書的 內容並不滿意但尚可接受；其他各項來說，教師對教科書的組織、閱讀層 次、圖表說明、課文中的實驗活動及習作、教學指引、教科書的容貌均呈 滿意的態度。 The purpose of this study was to analyze the science textbooks used in the elementary schools of Taiwan in terms of goals for science education. The following five components were studied and analyzed:(1)the nature of scientific knowledge, (2)the interaction of science, technology and society, (3)openness and process/skills of laboratory activities, (4)type and level of questioning style, and(5)opinions of science teachers concerning science textbooks. For the purposes described above, seven methods were adopted for this study; that is, the classification of the nature of scientific knowledge, the desired state of science in the elementary school, the level of discovery/openness, science process or inquity skills, and textbook questioning strategies assessment instrument, Bloom's taxonomy classifies educational objectives and science textbook rating system. The major findings include: 1.Only about 0.084% of the narrative page space is devoted to the nature of scientific knowledge in the science textbooks used in elementary school. Only empirical scientific knowledge was presented. 2.Every unit in the science textbooks used in elementary school is associated with the goals of personal needs and academic preparation. 25.53% of units are associated with the goals of societal issues, but no unit associated with the goals of career education. 3.Most of the laboratory activities in the science textbooks used in elementary schools, which provided the problems and the procedures to student's performance, belong to level 1 or 2. 4.Most of the questions are experiential questions(98.06%). And almost of the questions are cognitive domain(99.72%), and most of them are comprehension questions and application questions. 5.Most of the elementary school science teachers are satisfied with the science textbooks used in elementary schools , and their satisfaction goes beyond the contents of the textbooks.

本研究主要目的有三：（一）探討國小六年級學生在學習「地球的運動」前所具有的另類概念類型，及與空間能力的關係；（二）探討「地球的運動」單元各主要概念是否有發展的先後順序，及「地球形狀概念與重力概念發展」模式的適當性；（三）設計整合的概念改變教學策略，探討高、低空間能力者在不同教學層次與學習方式上的概念改變立即學習效果如何。進一步探討學習效果的持續性如何。並討論影響學生概念改變的可能因素，期能提供教學者及後續研究者之參考。 為完成前述研究目的，本研究進行研究一與研究二兩個研究，所使用的研究工具包括：地球的運動開放式紙筆測驗、地球的運動封閉式紙筆測驗、空間能力測驗、深層處理學生手冊和教學活動設計、淺層處理教學活動設計等，除空間能力測驗外，皆進行預試及修正。在研究一裡，採用問卷調查法及晤談法，以地球的運動開放式紙筆測驗，選取台北市萬興和萬福國小共235名學生為對象，考驗主要概念的發展順序。並依照空間能力測驗的結果找出前後各33﹪的學生列為高低空間能力者，考驗其在科學概念上是否有所差異。本研究一的主要結論如下： 1.高空間能力者在地球形狀、重力概念、晝夜成因、四季成因的科學概念，皆優於低空間能力者。 2.「地球形狀與重力概念的發展模式」是適當的，且各主要概念間有發展的順序存在，而學生的概念是「自然－文化－發展成熟度」三者的函數。 在研究二裡，採用準實驗研究法，首先設計「地球的運動」概念改變教學策略課程，並選取台北市萬興國小及萬福國小六年級各四個班級，共128位學生為對象，進行兩週的教學實驗，隨後進行紙筆測驗立即後測，間隔四週後進行延宕後測。根據研究所獲得資料進行分析，結論如下： 1.本研究之整合概念改變教學策略，有助於學生地球的運動相關概念的改變的立即效果和延宕效果。 2.接受深層處理的概念改變立即效果和延宕效果，皆優於接受淺層處理學習的效果。 3.配對合作學習效果會因為教學層次不同而有所不同，接受深層處理來學習時，配對合作的概念改變立即效果和延宕效果會優於個別學習。但當學生接受淺層處理時，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 4.配對合作學習效果會因為空間能力不同而有所不同，低空間能力學生，配對合作的概念改變立即效果和延宕效果會優於個別學習。但高空間能力學生，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 根據研究結果，本研究提出建議，以提供教育行政單位、國小自然科教師、課程設計者以及未來相關研究之參考。 / The purposes of this dissertation were: (1) to probe into the alternative conceptions of the students about earth's motion, and the relationship between these conceptions and spatial ability; (2) to identify the developmental sequence and model of the main concepts, and verify the model is adequate; (3) to design the instructional strategy of conceptual change and explore the learning effects that high- and low-spatial ability in different processing levels and learning styles. At last, the researcher identified the retention effect, and analyzed the factors that may influence on the conceptual change. For these purposes, the whole study was divided into study Ⅰ and Ⅱ. The instruments employed in this study included: The open-ended question test and the multiple-choice test of earth's motion, the spatial ability test, the curricula and student's manual for conceptual change teaching strategy. Except the spatial ability test, the item analysis and pilot study of the others were conducted to determine the reliability and validity, and promote the quality of this study. The study Ⅰ employed questionnaire survey and interview based on the open-ended question test of earth's motion. The participants were 235 sixth grade students from two elementary schools in Taipei. Through the data, the researcher investigated the developmental sequence of children's conceptual knowledge about the earth's motion. All students were classified as being of high- or low-ability group according to their performance on the spatial ability test. High- and Low-ability students scored upper and lower 33﹪ score of all students separately. Then the researcher examined the difference between high- and low-ability group on the performance of the open-ended question test. The main conclusions of study Ⅰ were as follows: 1. A t-test on the pretest indicated significant discrepancy for ability. In all concepts that included earth's shape, gravity concept, the causes of day/night and seasons, high- ability students outscored low-ability students. 2.The developmental model of earth's shape and gravity concept was adequate. There were developmental sequences among the main concepts. Student's conceptions are the function of physico-cultural and their developmental maturity. The study Ⅱ employed quasi-experimental design. At first, the researcher designed the teaching curricula of conceptual change. Then the researcher experimented on 8 classes of 128 students from two elementary schools in Taipei. Four intact classes were randomly assigned to different experimental groups in each school. Four groups were administered the pretest two weeks before the experimental treatment. After two weeks' instruction, all subjects accepted the posttest and delayed-test of earth's motion after 4 weeks. The results were as follows: 1.The instructional strategy of conceptual change that the researcher integrated had immediate and delayed effects. 2.Students learning by deep processing performed significantly better than the learning by superficial processing on the posttest and delayed-test. 3.The learning effect of cooperative dyads depended on the levels of processing. Students learning by deep processing environment, cooperative learning group did perform better than individual learning group on the posttest and delayed-test. Conversely, the result indicated no significant difference on the posttest and delayed-test between cooperative and individual learning. 4.The learning effect of cooperative dyads depended on the levels of spatial ability. Low-ability students with cooperative learning did perform better than those with individual learning on posttest and delayed-test. The performance of high-ability students showed no significant difference on posttest and delayed-test. Based on the results, these suggestions are proposed for educational administration institution, elementary teachers for science education, curricula designer, and future researchers.

本論文之研究目的為開發一線上合作式創造力學習系統。本文將描述一以遊戲為基礎之創造力思考輔助工具＂Idea Stroming Cube＂。它的目標在於讓學生養成創意思考與典範轉移能力的習慣。此系統會汲取學科專家的知識，使用者歷史記錄，和腦力激盪中的個人創意，提供使用者、目標及情境感知的學習支授。比較相關的教學系統，它更注重於刺激發散情思考之能力。此系統可分為兩種學習模式Base Mode和Agent-Assist Mode：一為提供學科知識學習之輔助，另一為提供學習發散性思考能力之輔助。 本文提出合作式創造力思考輔助之Human-Computer Interaction(HCI)的系統已初步實作完畢，本文並報告了兩個相關的實驗以測試系統效能。本研究的主要結果符合實驗假設，以遊戲情境為基礎之創造力支援系統相較於其他類似系統，更有助於學生學習創造力，另外，籍由適當且適時的智慧型思考輔助Agent，亦能提供學生不同面向的思考觀點，有助於學生用更多觀點學習知識。 / The objective of this research is to develop a Web-based collaborative tool for learning creativity. This research describes a game-based system, Idea Storming Cube, in support of creative thinking. It aims to make people form a creative and Perspective-Modifying thinking habit. Based on theories of this kind support system and prior studies, we propose to integrate exciting game environment and intelligent support mechanism into the creativity thinking support system. The system acquires knowledge from domain expert, user inputs history, and individuals of a brainstorming group, and then provides user-, goal- and context-sensitive supports. Compared to classic tutoring systems, it focuses more on stimulating divergent thinking. The system can be utilized with two distinct support strategies, Basic Mode and Agent-Assist Mode, in order to support different learning objectives. One focus on knowledge learning, the other highlights the divergent thinking ability. The proposed Human-Computer Interaction (HCI) tool for collaborative idea generation has been implemented, and two experiments for preliminary evaluation of the system are also reported in this thesis. The major results of this study show that the game-based brainstorming system with appropriate intelligent support outperforms the other types of systems because the game competition environment can make them concentrate on the brainstorming tasks and let them think more from different view points for learning the knowledge with the support of the peer-like agent.