• 作者： 陳翠雯、侯依伶、劉嘉茹
• 作者服務機構： 1高雄市立港和國民小學; 2國立高雄師範大學科學教育研究所
• 中文摘要： 本研究藉由探討國小學生月相概念學習成就的差異情形，來瞭解介入不同
  形式的非語詞刺激教學在學生心智模式的形成與轉變上所造成的影響。本研究以
  三個班級102位國小四年級的學生作為教學實施及量化資料的收集對象，並於其
  中分別選取不同空間能力的學生共63人，進行不同學習階段的晤談，希冀能釐清
  不同非語詞刺激對不同空間能力的學生所造成的影響。研究結果發現介入模型刺
  激的教學能提升中、低空間能力學生的學習成效，而介入視覺刺激的教學則僅對
  低空間能力學生的學習成效有影響。另外，從心智模式和本體分類的觀點而言，
  介入模型刺激的教學比介入視覺刺激的教學和對照組更能造成學生發生跨越本
  體類別的根本概念改變。
• 英文摘要： The purpose of this study was to explore the impacts of different types of non-verbal stimuli on students' mental model construction. One hundred and two 4th-grade students participated in the study. The non-verbal stimuli used in the instruction of moon phases included models and visual stimuli. Sixty-three participants were interviewed in the different stages of the instruction. The data also included students' achievements in a pre-test and post-test. The results of the study were 1) The use of models improved the learning achievement of the students with middle and low spatial ability, 2) the use of visual stimuli improved the learning achievement of the students with low spatial ability only. This study was more successful than previous research in showing that model simulations can successfully support students' conceptual changes across ontological categories.
• 中文關鍵字： 月相概念、心智模式、空間能力、非語詞刺激
• 英文關鍵字： Moon Phases, Mental Model, Spatial Ability, Non-Verbal Stimuli