本研究針對國中自然與生活科技『動能、位能與能量』單元，設計兩組教學方式：『科學史教學』、『講述式教學』。探討九年級學生，對於學生學習的影響。本研究對象共90人分兩組教學，60人為科學史教學組，30人在講述式教學組，利用研究工具『動能、位能與能量的概念測驗卷』、『科學本質問卷』、ATSSA、『對科學史教學課程的學習態度量表』收集前後測資料做分析。
研究結果顯示科學史教學與講述式教學，均能使學生在『動能、位能與能量』概念的得分顯著進步，並依組間後測分析顯示『科學史教學法』明顯有效。而再針對在科學史教學比講述式教學能顯著進步的題目中，則發現科學史教學有助於學生概念的概念理解。同時也發現科學史教學能使學生的部分另有概念顯著澄清。而在增進學生科學本質觀的『三個面向』與『十五項細目』中，『科學知識本質、科學事業本質』與『可複製性、創造性、非固定性、科學家的身份、科學社群』更有顯著改進。並根據學生ATSSA問卷回答結果，科學史教學組『對科學的態度』有顯著提升。最後研究中也發現，男生對科學史教學課程的學習態度，比女生明顯更正面。而同樣針對量表中『認為喜歡上科學史教學課程』，男女生則沒有顯著差異。但針對量表中『認為科學史教學能幫助瞭解理化』，男生比女生認為科學史教學更能幫助瞭解理化。
這些結果顯示科學史教學能明顯有助於學生理解單元概念，並可提升學生科學本質觀與對科學更正面的態度，而且男女生對科學史教學課程都是正面且肯定的。

The purpose of this study is to research and compare junior high school students’ learning achievement of “kinetic energy, potential energy and energy”. The study designed two teaching approaches, "science history teaching" and "lecture teaching". Ninety students participated in this study and were divided into two groups. In one group, 60 students were taught by science-history teaching. In the other group, 30 students were taught by lecture teaching.
The results show that both lecture teaching and science-history teaching can enhance students’ learning achievement. Students’ conceptions of "kinetic energy, potential energy and energy" were improved. Lecture teaching cannot clarify students’ misconceptions of "kinetic energy, potential energy and energy" completely. The results also show that some of the participants’ ideas about the nature of science were improved through science-history teaching, whereas lecture teaching cannot improve it. Moreover, the science-history group tended to hold a more positive attitude toward science, but the lecture group did not change their attitude toward it significantly. Male students were more interested in the science history course than female students. Male students believe that history science course can help them learn science more than female students.

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