本研究試圖以臉部微表情分析電腦互動POEC與師生共構教學之成效，其中研究內容可分為四個研究目的，分別為：(1)探討使用「可燃的鐵」認知衝突實驗影片進行教學是否具有概念改變成效；(2)探討有無使用POEC策略進行教學，學生學習歷程的學習成就與臉部微表情變化差異之關係；(3)探討學生觀察「可燃的鐵」教學影片時有無使用師生共構，學習成就與臉部微表情變化差異；(4)探討學生觀察「可燃的鐵」實驗影片之實驗結果時，臉部微表情變化情形。
　　由於本研究選擇「可燃的鐵」實驗進行教學，此一實驗是以草酸鐵製備奈米級鐵粉，並由高處往下倒落產生自燃的認知衝突現象，主要教導學生表面積與反應速率概念，反應速率概念主要為國中二年級下學期內容，也因此本研究選擇國中二年級學生並於上學期進行施測（共115名），以「可燃的鐵」概念問卷施以前後測，並在施測同時錄影收集受測學生之臉部微表情資料，並以臉部微表情辨識軟體進行事後分析。
　　本研究之研究結果發現：(1) 「可燃的鐵」實驗是一個極佳的認知衝突實驗；(2) 使用具認知衝突情境的認知衝突實驗影片進行教學成效佳；(3) 經歷認知衝突情境的學生較容易產生概念改變；(4) 實驗影片教學中必須加入「預測」步驟；(5) 歷經認知衝突後仍須經由教學才可產生概念改變；(6) 實驗影片教學中「慢速重播」步驟是絕對必要的。

This study attempts to figure out the effectiveness of computerized interactive POEC and student/teacher co-construction instructions which analyzed by the use of novel facial micro-expressions technique. The research purposes are as the following:
1. Investigate the effectiveness of conceptual change which use “burning nano-iron” cognitive conflict experiment film to teach.
2. Investigate the relationships between students’ learning achievement and facial micro-expressions change whether the use POEC strategies or not.
3. Investigate the differences between students’ learning achievement and facial micro-expressions change whether the use of student/teacher co-construction instructions or not, when students watching instructional videos.
4. Investigate the situations of facial micro-expressions changes, when students watching the results of“burning nano-iron” cognitive conflict experiment film.

This study chooses “burning nano-iron” experiment as teaching material. “Burning nano-iron” experiment makes iron powder by diiron trioxalate. Then the iron powder pour down and burn. It’s a cognitive conflict phenomenon for students. It can also teach students the concept of “reaction rate and surface area”. The concept of “reaction rate and surface area” will be taught at the second semester of eighth grade. Therefore, choose 115 eighth grade students and hold at the first semester. Impose pretest-posttest by “burning nano-iron” concept questionnaire. Collect students’ face video and analyzed by facial micro-expressions recognition system.

The research results are as the following:
1. “Burning nano-iron” experiment is an excellent cognitive conflict experiment.
2. Using cognitive conflict experiment which contains cognitive conflict situations to teach has good effect.

3. Students who experience cognitive conflict situations are more prone to conceptual change.
4. “Predict” step must be added to the teaching of experimental film.
5. After the cognitive conflict still have to teach to achieve conceptual change.
6. “Slow playback” step must be added to the teaching of experimental film.

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