科學圖片在現今的地球科學教科書中扮演著舉足輕重的腳色，而這些圖片也以不同的功能及內容形式與文本結合，因此不同的功能與內容形式圖像會如何影響學生的閱讀歷程與概念理解值得我們更深入的探究。本研究利用眼球追蹤技術，記錄高一學生閱讀高一地球科學教科學圖文之注意力歷程，並使用研究者所整理之與圖文概念相關試題（包含大考試題、學校段考試題以及自編試題），測驗學生閱讀教科書內容功能形式中的表徵圖(representation)及解釋圖(interpretation)之後的概念理解，進而討論大氣章節中不同內容形式圖像分類之閱讀歷程與概念理解間的關係。收集完的眼動資料經過整理後使用SPSS 22 軟體搭配依據理解測驗結果的分組，並進行描述性統計、成對T檢定、相關係數與回歸分析。研究發現受試者在解釋文本的概念理解表現，顯著高於表徵文本的概念理解表現。閱讀表徵文本的地圖時，平均凝視點時間可預測受試者在閱讀表徵文本地圖內容形式圖像的得分；而閱讀表徵文本的關係圖時，圖與圖說區域的平均凝視時間可預測受試者在閱讀表徵文本關係內容形式圖像的得分。

Scientific graphics play a pivotal role in today's earth science textbooks. These images are combined with texts showing different functions and forms. Therefore, how different functions and forms affect students' reading of graphical information and concept understanding is worthy of further exploration. In this study, we used the eye tracking method to record visual process when senior high school freshmen read graphics and corresponding texts in their earth science textbook, and then used a concept questions compiled by the researchers (whose items mainly adopted from the university entrance examines, school term examines and other edited questions) to test students’ concept understandings about these graphical informaiton. Ultimately, we cross analyzed the reading process and concept understanding, and made an attempt to find relationships between them. Several statistical methods were applied to analyze the eye movement data and conept achievment, including descriptive statistics, paired sample t test, correlation analysis, and regression analysis. It was found that learners’conceptual understanding of the interpretative grpahics and texts was significantly higher than that of the representative grahpics and texts. Under the “representative function,” the fixation duration mean for the map (form) was found to predict student's conceptual understanding about the map. Under the “representative function, the fixation duration mean for the relation graphs predicted the student's test scores regarding the relation graphics and texts.

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