第五章 結論與建議
第二節 建議
本章節針對教學與教材設計的部分，提出以下建議，期盼能提供教學者與 後續研究研究者做為參考。
1. 對教學與教材設計上的建議
（1） 對「多媒體動畫型式」教學與教材設計上的建議
本研究針對「現代原子模型」科學概念設計網路多媒體課程，以 2D 動畫及 3D 動畫的方式促進學生對現代原子模型科學概念的理解及心智模式的建構。由 研究結果顯示，學生在經由無論是 2D 亦或是 3D 的網路多媒體教材之學習後，
其科學概念學習成效及心智模式的層級皆顯著提升，其中 3D 組的學生之心智模
式層級提升程度又較 2D 組明顯。因此建議教師在教學時，可適時利用動畫將如
「現代原子模型」這類型微觀的科學概念巨觀化，以協助學生學習微觀科學概 念及協助其對於科學概念之心智模式的建構。
2. 對未來研究上的建議
本研究運用眼動儀及腦波儀記錄不同空間能力學生利用 2D 及 3D 不同型式 網路多媒體動畫學習時的眼動變化模式與腦波動態變化，並透過後續的資料分 析發現學生運用不同型式之網路多媒體動畫學習時的眼動變化模式與腦波動態 變化上有顯著之差異，顯示眼動儀與腦波儀運用於科學教育概念建構歷程之研 究確實可行，也期望來能有更多相關研究投入，以能更明瞭學生在科學概念建 構過程中的眼動變化模式。
由於本研究受限於人力與時間上的限制，在取樣與分析上均有未臻完善之 處，提供以下幾點建議，以期後續之研究能加以參酌，使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，並透過了解學生在科學概念學習上 之認知訊息處理歷程之模式，以達協助學生進行科學概念建構之最終目的。
（1） 對受詴者抽樣上之建議
由於地理因素，本研究之受詴者傴抽樣 60 名新竹縣某高中之一年級學生，
未來建議可抽樣其他年齡層或是其他地區之學生，以期了解本研究之研究發現 在各年齡層及各地區上是否有通則性。
（2） 對教材選用上之建議
由於本研究使用之教材傴選用「現代原子模型」之科學概念，未來建議可 針對不同單元內容進行設計，以期了解本研究之研究發現在其他單元之科學學 習上是否有通則性。
（3） 對分析方向之建議
由於時間因素，本研究傴著力於動畫頁面之眼動變化模式及腦波動態歷程，
眼動變化模式聚焦於凝視、掃視及回視時間的分析，腦波動態歷程聚焦於θ 波、
upper α 波及 upper β 波之帄均功率值的分析，未來建議眼動部分可針對學生在
接收到不同型態視覺訊息時，其眼動模式的比較，而腦波部分除了帄均功率值 的分析之外，亦可加入同調性的分析，以期對大腦進行認知處理時的變化有更 深入之了解。
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附錄一 多媒體網路課程內容架構
現代原子模型 教學
活動
頁面屬性
（形式） 內 容
喚起 舊經 驗
課程頁
（文字）
我們在國中的時候有提到的行星式原子模型，是電子以一定 的軌道繞著原子核運行。透過鈍氣的觀察，科學家發現在原子的 第一層有 2 個電子，第二層有 8 個電子，第三層也有 8 個電子。
問題頁
（文字）
根據科學家的發現，原子前三層的電子個數由第一層到第三層 依序為何？
(1) 2、6、10 (2) 2、6、8 (3) 10、6、2 (4) 8、8、2
課程頁
（帄面動 畫）
動畫：介紹行星式模型帄面圖
旁白：（配合動畫）
• 早期的科學家相信，電子會在原子內以一定的軌道繞著原子 核運行。
• 這是早期的科學家所認為的行星式原子模型的帄面圖。
（此時畫面只有一個原子核）
• 第一層有 2 個電子。
（此時動畫出現第一層的軌道線和 2 顆電子）
• 第二層有 8 個電子。
（此時動畫出現第二層的軌道線和 8 顆電子）
• 第三層有 8 個電子。
（此時動畫出現第三層的軌道線和 8 顆電子）
喚起舊
發展 活動
（續）
問題頁
（文字）
現今的科學家認為電子在原子核外的運動方式，下列何者為 真？
(1) 靜止不動
(2) 受原子核吸引逐漸往內靠近 (3) 在固定的軌道上運行
(4) 機率式的出現在軌域內 問題頁
（文字）
現今的科學家認為電子在原子核外的運動方式，下列何者為 真？
（1） （2） （3） （4）
課程頁
（立體動 畫）
動畫：介紹 s 軌域
旁白：（配合動畫）
• 科學家們也發現，電子在原子核外機率式運動出現的範圍不 同，軌域的形狀也會跟著不同，包含ｓ軌域和ｐ軌域。那究 竟ｓ軌域和ｐ軌域長得是什麼樣子呢？讓我們先來看看ｓ軌 域吧！
• 這是第一層的 s 軌域，稱為 1s 軌域。1s 軌域的形狀為球形，
2 個電子會以機率的方式出現在 1s 軌域內。（播放 1s 的動畫）
• 這是第二層的 s 軌域，稱為 2s 軌域。同樣地，2s 軌域的形狀 為球形，2 個電子會以機率的方式出現在 2s 軌域內。（播放 2s 的動畫）
• 2s 軌域中的 2 個電子有可能會出現在 1s 軌域中，但 1s 軌域 的電子不會出現在 2s 軌域中。
發展 活動
（續）
問題頁
（文字）
下列有關 s 軌域的敘述，何者錯誤？
(1) 1s 軌域的形狀為球形 (2) 2s 軌域的形狀為球形
(3) 單一個 s 軌域，最多可填入 2 個電子 (4) 1s 軌域的電子也會出現在 2s 軌域 課程頁
（立體動 畫）
動畫：介紹 p 軌域
旁白：（配合動畫）
• 看完了 s 軌域之後，現在讓我們來看看 p 軌域是長什麼樣子 的？
• 科學家發現，原子從第二層開始有 p 軌域。p 軌域的形狀為 啞鈴形，依其在空間中位向的不同又分為三種，分別為 px軌 域、py軌域和 pz軌域。
• 這是 px軌域，形狀為啞鈴形，2 個電子會以機率的方式出現
• 這是 px軌域，形狀為啞鈴形，2 個電子會以機率的方式出現