國小學童熱傳導概念理解與概念改變研究
摘要
本研究以新竹縣市兩所國小之五年級學童為對象，以熱傳導概念為例，探討學童熱傳導概念理解情形、學童面對認知衝突情境之反應與認知衝突對概念改變所可能產生的影響。研究工具有半結構式紙筆測驗、實驗操作以及個別訪談等。
研究中將學童對熱傳導的概念理解情形區分為A、B、C三組。研究結果顯示：A組學童中有部分可能因為本身有正誤概念並存的現象，因此；在實驗觀察後反而出現實驗觀察前所未顯示出來的熱傳導另有概念。B組學童中因為其概念不完備或不當統整的情形未能被察覺出來，因此；多數學童仍保持其原有的概念理解情形未改變。C組學童則有難以從既有概念跨越到新概念的情形，因此實驗觀察亦未對其概念改變有明顯的正向影響。

A study of conceptual comprehension and change about heat divergence
Abstract
To interpret the concept of heat divergence as teenage children of two elementary schools , fifth-grade pupils in Hsinchu, Taiwan. The purpose of this study is to explore the influence of conceptual comprehension of heat divergence , and also analysis its interaction between these conceptual changes as well as reactions of cognitive conflict, as researcher presented in the situation of cognitive conflict. The research instruments, which the research use, include the paper-pencil test（semi-structured）, experimental manipulation, individual interview instrument and so on.
We used the degree of conceptual comprehension of heat divergence to separate students’ cognition into three levels : group A, group B, and group C. The results of this study are as follows: More students in group A both have right and wrong concept simultaneously, therefore, pupils to see the experimental manipulation , they seem to appear the alternative conception of heat divergence that the subjects never emergence in the experimental observation before. Students in group B have fragmented or little unity concept of heat divergence that the researcher can not find it , therefore, most students still remain the original thinking. Students in the group C
, seem to have a lot of difficulties that to combine original with new concept or stride across original conceptions to new conceptions, therefore, students observed experiment have no positive influence to change their alternative conception obviously.

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