本研究旨在探索學生科學概念的認知結構與其運用能力的關係。關於認知結構，利用本研究發展之「熱現象的觀察與解釋」問題卷為工具，以概念的廣博度、精確度和概念組成結構等三個觀測量來探討「認知結構」與「學習成就」之間的關係。研究結果發現，此三個觀測量所表現之「認知結構」與學生「學習成就」有著密切的關係，其中特別是「概念組成結構」一項更是「學習成就」高低的關鍵，此一事實適足以提醒吾人教學最重要的關鍵在於使我們能建構高階概念之「組成結構」。而教師在企圖瞭解學生的學習成效時，也應注意此「組成結構」是否已建夠良好。

The purpose of this study was to explore the relationship between the students’ cognitive structure of scientific concepts and the ability of application of their cognitive structure. The researcher applies the three variables—extent, precision, and structure and use the questionnaire designed for this research —“The Observation and Explication of Thermal Phenomenon” in the investigation of the relationship between the cognitive structure and their learning achievement. The analyzed result of this research indicates that there is a correlation between the cognitive structure presented through the three variables and the learning achievement of the students. Furthermore, the research shows that the “structure” plays the critical role in the students’ learning achievement. Through this research, we learn that what matters in teaching is to assist the students in constructing the “structure” of higher level concepts. Teachers should pay attention to the construction of structure in students in their attempt to understand their students learning.

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