本研究目的在探討視覺表徵形式（靜態、動態）對國小五年級學生在「星星位置的改變」中科學學習成就與概念理解的影響，並進一步探討視覺表徵形式對不同空間能力及先前知識學生學習成就的影響。
本研究採準實驗研究設計，研究樣本來自一所新竹市公立國小五年級六個班級的學生，共159人。六個班級分派三個班至實驗組S–靜態視覺表徵組；三個班至實驗組D–動態視覺表徵組。測驗工具為「星星位置的改變成就測驗」、「星星位置的改變開放式問卷」及「空間關係測驗」三種。資料分析方法包含：獨立樣本單因子共變數分析 (One-way ANCOVA)、雙因子共變數分析 (Two-way ANCOVA)、卡方檢定 (Chi-square) 及描述統計 (Descriptive statistics)。
本研究的主要發現如下：
一、學生在學習「星星位置的改變」單元時，動態視覺表徵組學生的學習成就顯著優於靜態視覺表徵組。
二、學習者具有較少與學習內容相關的先前知識，在動態組的概念理解優於靜態組；學習者具有較多與學習內容相關的先前知識，兩組間無顯著差異。
三、靜動態視覺表徵形式與空間能力沒有交互作用，而無論在靜態或動態視覺表徵組高空間能力學習者的學習成就皆優於低空間能力學習者。
四、靜動態視覺表徵形式與先前知識沒有交互作用，而無論在靜態或動態視覺表徵組高、低先前知識學習者的學習成就無顯著差異。
五、動態視覺表徵有助於低先前知識學習者對科學概念的理解。

The purpose of this study is not only to explore the effects of static and dynamic visualizations on fifth grade students’ science achievement and conceptual understanding of star motion, but also to investigate the moderating effects of visualizations on the students’ achievement regarding their spatial ability and prior knowledge.
This study adopted a quasi-experimental design. The participants were 159 students from six classes of fifth graders in a public elementary school in Hsinchu City. Of the six classes, three classes were assigned to static visualization group (Group S), and the other three classes were assigned to dynamic visualization group (Group D), respectively. The instruments used were “the star motion achievement test,” “the star motion open-ended questionnaire” and “PMA spatial relations test.” Data were analyzed by using one-way ANCOVA, two-way ANCOVA, chi-square, and descriptive statistics.
The findings of this study are as follows:
1. While learning the topic of star motion, the learners of Group D outperformed those of Group S.
2. Among the learners with lower prior knowledge of the learning content, the learners of Group D outperformed those of Group S in conceptual understanding. On the other hand, among the students with higher prior knowledge of the learning content, there is no significant difference between Group D and Group S.
3. There was no significant interaction between these types of visualizations and spatial abilities. And the students of higher spatial ability outperformed the students of lower spatial ability, in both Group D and Group S.
4. There was no significant interaction between these two types of visualizations and prior knowledge. And there was no significant difference between the learners with higher and lower prior knowledge in both Group D and Group S.
5. The use of dynamic visualization helped the students with lower-level prior knowledge to understand the scientific concepts of the content.

摘要
目次
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 靜態和動態視覺表徵與科學教學的實徵研究--6
第二節 多媒體學習環境下空間能力和學習成就的相關研究--9
第三節 多媒體學習環境下先前知識和學習成就的相關研究--13
第三章 研究方法與設計--16
第一節 研究架構--16
第二節 研究流程--18
第三節 研究設計--19
第四節 研究樣本--21
第五節 研究工具--22
第六節 教學教材內容--26
第七節 資料收集與分析--29
第四章 研究結果與討論--32
第一節 靜態、動態視覺表徵對學生在「星星位置的改變」的學習成就影響之差異 --32
第二節 靜態、動態視覺表徵對學生在「星星位置的改變」的概念理解影響之差異 --35
第三節 靜態、動態視覺表徵對不同空間能力的學生在「星星位置的改變」單元學習成就的影響--42
第四節 靜態、動態視覺表徵對不同先前知識的學生在「星星位置的改變」學習成就的影響--44
第五章 結論與建議--46
參考文獻--49
一、中文部分--49
二、英文部分--50
附 錄--54
附錄一 星星位置的改變成就測驗、星星位置的改變開放式問卷--54
附錄二 空間關係測驗--57
附錄三 教案設計--64

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