本研究透過建構式教學活動，將科學史融入教材中，以問題導向學習與合作學習等方式進行思考與討論，協助學生瞭解「原子結構」概念。
首先建立以「原子」為主題的科學史架構，內容包括原子學說的發展史、現代原子學說與週期表之演進等三大部份。再根據高中化學課程，加入學生應學習的相關概念，輔以問題設計，引導學生主動思考與探究科學問題，並配合教學策略與教學媒體的運用，開發成為整個建構式教學活動的流程。
為驗證本建構式教學活動的價值與可行性，以立意取樣方式選取高三學生191名為研究樣本，分為實驗組一班，控制組四班，進行實徵研究。第一部分以行動研究法，對實驗組學生進行建構式教學，分析學生在學習過程中的概念改變。第二部分以準實驗研究法，比較建構式教學與傳統式教學對學生學習之影響。第三部分則分析學生對於原子結構常有之另有概念，提供教師從事教學活動時之參考。
實徵研究結果顯示，活動過程中多數的學生均表現出高度的學習興趣，能主動思考，並與同學或教師相互討論及磋商，進而建構屬於自己的知識。在概念學習方面，學生對於原子的抽象性概念較難理解，學生的概念要發生改變也並非一蹴可幾。最後，發現進行建構式教學的學生的學習成就均顯著地高於傳統式教學的學生，顯示本研究融合原子發展史與探索式教學的建構式教學模式設計，能有效地促進學生的學習與概念改變。

The objectivity of this study is to promote students' understanding of "atomic structure" conceptions through constructivist teaching activities which introduces the history of science into the contents of the course. The manner of problem-oriented and cooperative learning was used to accomplish active thinking and discussion.
First, the history of science on the "atom" topics was established, it had three major parts: the history of atomism, modern atomic theory, and the evolution of periodic table. The constructivist teaching activities was developed according to high school chemistry curriculum which identify the conceptions students should learn, problem-design to help students' active thinking and inquirying for scientific problems, and uses of teaching strategies and teaching media.
Empirical research was carried out in order to prove the value and viability of this activity. 191 senior high school students were selected with purposeful sampling, among which one class is experimental group and the other four are control group. The first study used action research to analyze students' conceptual change during the learning process. The second study took quasi-experimental design to see how constructivist teaching influenced students' learning. The third study was to analyze students' alternative conceptions of atomic structure, it can provide teachers some guides for their teaching practices.
Results from empirical research showed that most students enjoyed the activity. They thought and participated in the activity, discussed and negotiated with each other and the teacher to construct their own knowledge. In the phase of concept learning, students had difficulty in understanding abstract atomic conceptions. It's not so simple for them to change their concepts. Finally, students in the constructivist classroom learned better than students in the traditional classroom. It is shown that the constructivist teaching model on the basis of atomic history and inquiry teaching is useful to promote students' learning and conceptual change.

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