本研究目的在探討靜動態視覺表徵對國小三年級學生在「溶解」和「動物的身體與運動」兩個單元中，科學學習成就、概念理解及認知負荷的影響，並進一步探討不同的視覺表徵(靜態、動態)對教材特性(動態、靜態教材)教學有效性的影響。本研究採準實驗研究設計，參與的樣本為新竹縣一所公立國小三年級四個班級共100位學生，兩班為實驗組 S -靜態視覺表徵組，實驗組 D -動態視覺表徵組。研究工具包括：溶解成就測驗、溶解二階診斷測驗、動物的身體與運動成就測驗、動物的身體與運動開放性問卷和認知負荷量表。資料分析方法包含：獨立樣本單因子共變數分析(One-way ANCOVA)、敘述統計、獨立樣本t檢定(Independent-samples t test)、皮爾遜相關分析(Pearson correlation analysis)。研究結果如下:
一、在「溶解」單元中，動態視覺表徵組的科學學習成就優於靜態視覺表徵組。在「動物的身體與運動」單元中，多數的單元活動顯示兩組的科學學習成就沒有差異，但在「動物的運動方式」，動態視覺表徵組的科學學習成就優於靜態表徵組
二、在「溶解」單元中，動態視覺表徵組的概念理解優於靜態視覺表徵組；在「動物的身體與運動」單元中，靜動態視覺表徵組的概念理解沒有差異。
三、在「溶解」單元中，靜態視覺表徵組的認知負荷大於動態視覺表徵組。在「動物的身體與運動」單元中，靜動態視覺表徵組的認知負荷沒有差異。
四、在「溶解」和「動物的身體與運動」單元，學生認知負荷與科學學習成就呈現負相關。

The purpose of this study is to explore the effects of static and dynamic visualizations on third grade elementary school students’ science achievement, conceptual understanding and cognitive load related to “dissolution” and “body and motion of animal”, but also to explore the moderating effect of learning materials on students’ learning performance with two types of visualizations.
The quasi-experimental research was adopted in this study. Participants were a total of 100 third-grade students from four classes in a public elementary school in Hsinchu County. Of the four classes, two classes were assigned to statistic visualization group and two classes were assigned to dynamic visualization group. Research instruments included the achievement tests of “dissolution” and “body and motion of animal”, the two-tier conceptual test of “dissolutin”, the open-ended questions of “body and motion of animal”, and the cognitive load scale. Data analyses included one-way ANCOVA, descriptive statistics, independent-samples t test, and Pearson correlation analysis. The major findings of this study are as follows:
1. In the “dissolution” topic, students in the dynamic visualization context tended to exhibit better science achievement compared to them in the static visualization context. In the “body and motion of animal” topic, there was no significant difference in the science achievement in the most learning tasks between the two groups, but In the “motion of animal” topic, students in the dynamic visualization context had better science achievement compared to them in the static visualization context.
2. In the “dissolution” topic, students in the dynamic visualization context tended to exhibit better conceptual understanding compared to them in the static visualization context. In the “body and motion of animal” topic, there was no significant difference on the conceptual understanding between the two groups.
3. In the “dissolution” topic, students in the static visualization context tended to exhibit higher cognitive load compared to them in the dynamic visualization context. In the “body and motion of animal” topic, there was no significant difference in cognitive load between the two groups.
4. There was a significantly negative correlation between cognitive load and science achievement on the two topics.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 3
第四節 研究範圍與限制 4
第二章 文獻探討 6
第一節 認知負荷理論 6
第二節 靜動態視覺表徵對學生學習成就與概念理解影響之相關研究 10
第三節 靜動態視覺表徵對學生認知負荷影響之相關研究 17
第四節 溶解另有概念之相關研究 20
第五節 動物的身體與運動另有概念之相關研究 27
第三章 研究方法與設計 29
第一節 研究架構 29
第二節 研究流程 31
第三節 研究設計 33
第四節 研究對象 36
第五節 研究工具 37
第六節 實驗教學教材內容 46
第七節 資料收集與分析 52
第四章 研究結果與討論 54
第一節 視覺表徵形式與科學學習成就之相關性 54
第二節 視覺表徵形式與學生概念理解之相關性 66
第三節 視覺表徵對教材特性的影響 82
第五節 認知負荷與科學學習成就的相關性 89
第五章 結論與建議 92
第一節 研究結論與建議 92
參考文獻 94
中文參考文獻 94
外文參考文獻 96
附錄 100
附錄一溶解概念成就測驗(修正前) 100
附錄二溶解概念二階診斷問卷 111
附錄三動物的身體和運動成就測驗問卷 122
附錄四動物的身體與運動開放性問卷(前測) 130
附錄五認知負荷量表 134
附錄六教案設計靜動態視覺表徵融入教學教案設計 135

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