• 作者： 徐順益
• 作者服務機構： 國立彰化師範大學物理系
• 中文摘要： 本文發展出一以 "相關（CORRELATION）"，"分析（ANALYSIS）"，以及"通則化（GENERALIZATION）"的三段式教學模式(A CAG MODEL)，再應用這個模式發展出一單元的物理科教材（溫度與熱），並用以教授我國國中二年級的學生，本文的主要目的在於實驗這種教學模式以及其教材在物理科教學的效果·四種形態的國中（明星，都市，城鎮及鄉村）學生被選為實驗教學的母群，現行的物理科教科書（民國77年修訂本）之相關內容的單元（溫度與熱）被用為控制教材， 主要的發現有：(1)在學生學習成就上，CAG的教材顯著的優於現行的教材。(2)學生的學科能力(Academic ability)和思考技能(Reasoning skills)被發現與學生的學習成就有很高的相關，對於某特定 邏輯思考能力的學生，本文建議若能應用適合程度的教材·則可導致較有效率的學習·(3)皮亞傑(Piagetian logical thinking)邏輯推理能力的層次為影響學習成就的主要因素，(4)有效率的國二教材傾向於多用具體層次內容之教材‧(5)有關溫度與熱的幾個主要錯誤概念(Misconceptions)亦在本研究中被發現。
• 英文摘要： An instructional model based on a learning cycle including Correlation，Analysis, and Gener-alization (CAG) was developed and applied to design an instructional module for grade eight stu-dents in Taiwan, Republic of China. The CAG model was based on Piagetian theory and a conceptmodel (Pella，1975). The module developed for heat and temperature was administered to test itseffects by comparing its use with the same unit in the New Physical Science Curriculum (NPSC). The population was comprised of classes selected from four types of schools. The treatments given were instructional materials, teacher training, pretest, and posttest. Students who were in the experimental group received a copy the CAG module. Students whowere in the control group used to NPSC (1988) material The major findings are presented as follows:1. The CAG module tended to move science learning in an effective way. The experimental group performed significantly better than the control group on almost half the items in the posttest and 75 percent of the items in the follow-up test. The control group did not achieve significantly better results on any of the items of the posttest and follow-up test.2. Academic ability and reasoning skills of students were related significantly to achievement. It is recommended that instructional materials be developed that are appropriate for each specific grade level.3. Concrete written materials tended to have a positive impact on science achievement，or eigntn grade students.4. Piagetian logical thinking was found to be a significant predictor for science achievement. Stu- dents performed well on both the concrete and transitional levels of the contents. Items on the formal level were difficult.5. Several student misconceptions related to the topics were detected in the tests and interview analyses.
• 中文關鍵字： instruction; model; grade 8; learning cycle; physical science; science concept; concept
• 英文關鍵字： --