本研究旨在探討具體影像空間教學策略 (CISC) 對國中生微粒概念學習成效的影響。參與研究對象為台北縣85位八年級學生，經由分配成實驗組（CISC教學）及控制組（類比教學）。所有學生均接受「微粒概念理解測驗」的前測及後測，以檢驗CISC教學策略對國中生微粒概念學習成效的影響。研究結果以單因子共變數分析 (ANCOVA) 進行統計分析。本研究主要發現：1.實驗組受試學生其微粒概念之學習成效優於控制組。2.實驗組男女生其微粒概念之學習成效未達顯著差異。依據統計結果發現，CISC策略不僅能提升學習者心像操作能力，使二維與三維表徵產生互動，並能透過辨認轉換以洞悉複雜抽象之化學分子結構，減少學習者的認知負荷，且能降低抽象概念的複雜度，有助於學生建構正確心像，以利科學概念的理解。

The purpose of this study was to investigate the effect of the Concrete Image Spatial Concepts (CISC) instructional strategy on the particle concepts learning achievement of junior high students. The sample consisted of 85 junior high, eighth-grade students in the Taipei area. The experimental group received a 3-week CISC treatment, whereas the control group received a 3-week non-CISC teaching. The Particle Concepts Comprehension Test was used in pre- and post-test. The results showed significant difference in particle concepts comprehension between the two groups, and the particle concepts learning achievement of experiment was better than the control group. However, no significant difference was found between male and female students in the experimental group. From the qualitative data collected from field observations, it was observed that CISC not only elevated the learners' operational abilities with mental images, but also catalyzed the interactions between 2D/3D representations. It appears that CISC strategy was effective in lowering students’ cognitive load and the complexity of abstract concepts. CISC also demonstrated its effectiveness in elevating students’ comprehension through ease in mental images construction.

具體影像空間教學策略;迷思概念;微粒概

Concrete Image Spatial Concepts (CISC) instructional strategy; misconception; particle concepts