第五章 結論與建議
第二節 建議
根據本研究之整個研究過程及結論，提出以下建議，期盼能提供教師教學與後續研 究者一些參考。
一、對教學與教材設計上的建議
本研究結果顯示針對「熱膨脹」概念所設計之雙重情境學習事件，使95%的學生概 念改變成功，且透過概念改變歷程腦波資料之研究，可探知學生在概念改變歷程中的認 知處理狀況，但所設計之靜態圖片加文字與動態影片加聲音兩種不同表徵之呈現上，在 概念改變歷程腦波資料上則無顯著差異。換言之，本研究以科學教科書使用頻率最高的 圖文並呈及多媒體教學上常用的影片呈現方式所設計之學習事件，均可讓學生從中擷取 所需訊息，並在科學概念改變上同樣達到其成效，但究其關鍵乃在於以學生先備概念為 出發點，在製造學生認知之不和諧中，鼓勵其發展新的論點，而非僅止於學習事件之呈 現，而以概念改變歷程腦波資料來看，單純學習事件之呈現，學生之大腦運作是較不活 躍的。因此教科書之編寫或教師之教學上，在關注表徵之形式或表徵之呈現方式之餘，
若能在提供訊息或建立概念前後，更加著力於如何促使學生產生認知不和諧及協助學生
連結新舊訊息以產生新的論點，應更有利於學生之概念建構或概念改變。
而面對難以改變的科學概念，本研究所採用之雙重情境學習模式最關鍵之處即為情 境學習事件之設計，教師需先明瞭學生所進行學習之科學概念的先備信念，及這些科學 概念的性質，再藉由挑戰學生有關這些科學概念的知識論和本體論，造成與學生先備知 識的不一致或不和諧，並提供必要的心智支持，讓學生重新建構更多這些概念的科學觀 點，才能夠對概念改變過程有所助益。換言之，教師更需思量整個科學概念抽象、微觀 與動態過程之特性，在教學設計上設法讓抽象成為具體，讓不可見變為可見，協助學生 得以觀察概念發生之過程，並謹慎且適當選擇衝突事件或教學方法，協助學生由起始點 開始進行情境學習活動，循序漸進的經驗其所缺乏的心智架構，並據以建構特定的科學 概念，也才有可能幫助學生在短時間內發生概念改變。
二、對未來研究的建議
本研究結果顯示針對「熱膨脹」概念所設計之雙重情境學習事件，使 95%的學生 概念改變成功，且透過概念改變歷程腦波資料之研究與分析，可探知學生在概念改變 歷程中的認知處理狀況，顯示將腦電圖應用於科學教育上概念改變歷程之研究確然可 行，也期望未來能有更多相關研究投入，以能更明瞭學生在科學概念改變過程中的大 腦運作模式。
但由於本研究受限於人力與時間，在取樣與分析上均有未臻完善之處，僅以以下 幾點建議，期待後續之研究能加以參酌，讓科學教育相關研究亦能結合認知神經科學、
認知心理學之研究，以進一步瞭解學生在建構科學概念及概念改變歷程中如何進行訊 息處理，進而協助學生之科學學習。
（一） 本研究所施測之受詴者僅侷限於新竹市三所高中之二十位高一學生，且概念改 變內容設計僅針對「熱膨脹」概念，建議未來研究者可更擴大施測對象及針對 不同的科學課程進行設計，以期明瞭學生在科學學習中之認知歷程是否有其通 則性。
（二） 本研究並未進行追蹤研究，未來若能考量增加受詴者之追蹤測，或許能對概念 改變之歷程及其成效，以及長期記憶之運作模式有更進一步的瞭解。
（三） 本研究概括性的分析了大腦各頻率腦波功率強度變化、同調性及拓樸圖，並分 別著力於分析其與科學概念改變歷程間的關係，但未能進行更詳盡之交叉比 對，而這當中或許能提供更多不同的訊息，可更充分探討科學學習與大腦認知 處理模式之相關性。
（四） 本研究以概念改變理論為主軸，採用貼近學生科學學習方式進行施測，未來或 可將腦電圖之研究應用於更多科學學習層面，如結合學生之科學實作、科學讀 寫等，以期對學生的科學學習提供不同角度之思維。
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