科學漫畫除了娛樂效果外，也是學習自然科學的一種方式。綜觀過去對於科學漫畫的研究，多數注重閱讀漫畫後的理解效果，較少關注讀者透過閱讀漫畫來學習科學知識的歷程與情意態度，且四年級學生正面臨閱讀發展階段的轉換，閱讀歷程會與以往不同。因此，本研究冀由眼動追蹤的方式探討不同科學能力的四年級學生在閱讀科學漫畫的認知歷程與處理策略，並以問卷了解學生對於閱讀科學漫畫後的態度。本研究的64位效樣本為國小四年級生，藉由自然科學三個學期平均成績作為科學能力分組，均閱讀一篇與科學知識相關的純文字文本、一篇漫畫文本。主要結果有三點：第一，高科學能力的讀者在閱讀理解後測表現優於低科學能力讀者；兩組在閱讀科學漫畫與科學純文本的學習材料閱讀理解並無差異，顯示科學漫畫與純文本材料在知識傳遞程度上相當。第二，閱讀完科學漫畫文本後，高、低科學能力的學生對自然科學態度均有明顯提升。第三，比較閱讀漫畫材料與閱讀文字材料的眼動數據，高科學能力學生讀文字材料與漫畫材料皆比低科學能力學生花較少的認知資源。比較兩組閱讀漫畫的細部指標，本研究發現低科學能力學生閱讀漫畫時會花較多時間閱讀與科學知識較不相關的訊息、高科學能力學生在閱讀漫畫時文字解碼較為流暢且在第一次閱讀時就可以理解文章所傳達之知識內容，所以重讀行為較少，且高科學能力者較低科學能力者較能從漫畫中找到與科學相關的重點，並進而分配注意力與認知資源在其中。綜合上述，本研究深入剖析小學四年級學生閱讀科學漫畫的歷程，有助於我們更全面地理解科學漫畫對小學四年級學生學習科學的影響。

Science comics, apart from providing entertainment, serve as a unique means of learning natural sciences. Previous research on science comics has primarily focused on post-reading comprehension effects, with less attention given to understanding readers' cognitive processes and emotional attitudes as they learn scientific knowledge through comics. Additionally, fourth-grade students undergo a critical stage in their reading development, where their reading processes differ from earlier stages. This study aims to investigate the cognitive processes and processing strategies of fourth-grade students with varying scientific abilities in reading science comics using eye-tracking technology. A questionnaire was also employed to assess students' attitudes toward reading science comics. The study, comprising 64 participants from fourth-grade elementary school, utilized average scores from three semesters of natural science to group students based on scientific ability. Participants read both a plain text document related to scientific knowledge and a comic. The main findings include: first, readers with higher scientific abilities performed better in the post-reading comprehension test compared to those with lower scientific abilities. Both groups showed no significant difference in reading comprehension between science comics and plain text materials, indicating comparable knowledge transmission levels. Second, after reading science comic, students with both high and low scientific abilities exhibited a significant improvement in their attitudes toward natural science. Third, when comparing eye-tracking data between reading comic and plain text materials, students with higher scientific abilities allocated fewer cognitive resources to both text and comic materials compared to those with lower scientific abilities. Analyzing detailed indicators of comic reading, the study found that lower scientific ability students spent more time reading information unrelated to scientific knowledge, while higher scientific ability students exhibited smoother text decoding during comic reading and comprehended the conveyed knowledge content on their first read, resulting in fewer instances of re-reading. Furthermore, students with higher scientific abilities were more adept at identifying science-related key points within the comics, allocating attention and cognitive resources accordingly. In summary, this study provides a thorough analysis of the reading process of science comics for fourth-grade students, contributing to a comprehensive understanding of the impact of science comics on the learning of science by this age group.

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