本文探討六年級學生在組對討論時，同儕友伴關係對討論的影響。根據期望地位理論，以「學望」與「人望」定義同儕友伴關係，進而以同儕的相對關係，區別「學望」與「人望」之巨觀和微觀的差別。修訂先前發展的「班級結構問卷」以描述同儕友伴關係，並以基本直流電學概念設計組對討論的科學議題。共計18個六年級班級參與本研究，並以其中四個班級進行組對討論。主要的研究結果如下：1.和相關研究的發現一樣，巨觀學望對於組對討論具有顯著的影響；2.在微觀學望的層次上，參與討論學生間彼此的相對關係，對於組對討論的結果有強烈的效應；3.和微觀學望一樣，人望對於討論也有重要的意義，但影響的形式略有不同。綜合以上的研究發現，在同儕組對討論中觀察到的社會影響，本質上與「參照社會影響」較為類似，而非單純的「訊息影響」或「常模影響」。

This was a correlational study of the development of students' conceptions of water-line horizontality and water-line height measurement. It was found that the conception of correct water-line height measurement was equivalent to the mental ability of constructing an external reference frame and, thus, was a necessary condition for the conceptual development of water-line horizontality. Of the 954 students who demonstrated a correct conception of horizontality, as much as 97% demonstrated a correct conception of height measurement. We also found that a correct conception of height measurement was not a sufficient condition for a correct conception of horizontality. Of the 1681 students who demonstrated a correct conception of height measurement, only about 55% of demonstrated a correct conception of horizontality. This insufficiency explained the students' limited learning in any activity. The ration of students who first developed the correct conception of height measurement to those who first developed a correct conception of horizontality was about 30 (p＜0.001). The data also indicated the type of incorrect height measurements peformed by students changed from problem to problem. These changes indicated that the process of choosing the type of height measurement in different problem involved different aspects of space construction. The conception of height measurement, or the construction ability. A group of 2400 elementary school, high school, and vocational school students comprised the sample. The study improved our understanding of students' conceptual development of space, and the results will be valuable for the design or diagnosing of additional learning activities.This was a correlational study of the development of students' conceptions of water-line horizontality and water-line height measurement. It was found that the conception of correct water-line height measurement was equivalent to the mental ability of constructing an external reference frame and, thus, was a necessary condition for the conceptual development of water-line horizontality. Of the 954 students who demonstrated a correct conception of horizontality, as much as 97% demonstrated a correct conception of height measurement. We also found that a correct conception of height measurement was not a sufficient condition for a correct conception of horizontality. Of the 1681 students who demonstrated a correct conception of height measurement, only about 55% of demonstrated a correct conception of horizontality. This insufficiency explained the students' limited learning in any activity. The ration of students who first developed the correct conception of height measurement to those who first developed a correct conception of horizontality was about 30 (p＜0.001). The data also indicated the type of incorrect height measurements peformed by students changed from problem to problem. These changes indicated that the process of choosing the type of height measurement in different problem involved different aspects of space construction. The conception of height measurement, or the construction ability. A group of 2400 elementary school, high school, and vocational school students comprised the sample. The study improved our understanding of students' conceptual development of space, and the results will be valuable for the design or diagnosing of additional learning activities.

水平面 ； 空間 ； 參考座標系 ； 成長 ； 概念 ； 皮亞傑

water level, space ； reference frame, development, concept, Piaget