本研究主要目的在探討融入POE策略之視覺化教學是否能提升學生在二極體迷思概念的學習成效。因此，建立一融入POE策略之視覺化概念學習系統(Visualized Conceptual Learning System with Predict-Observe-Explain Tasks, POE-VCLS)，此系統可診斷學習者在二極體單元所擁有的迷思概念，接著藉由融入POE策略之視覺化教學來提昇二極體單元的學習成效，並且增進學生對於電子學課程的學習興趣。本實驗對象為台北市某大學工業科技教育學系兩個班級的大二學生，以學生前測成績來配對，隨機分派到實驗組與控制組。實驗組以融入POE策略之視覺化教學進行迷思概念學習；控制組以一般網頁教學進行迷思概念學習。另外並於後測之後施予問卷調查以了解融入POE策略之視覺化教學對學生在二極體迷思概念學習態度的影響。
研究結果發現融入POE策略之視覺化教學對學生在二極體迷思概念的學習成效上顯著優於一般網頁教學，透過系統紀錄學生的學習狀況分析，顯示「融入POE策略之視覺化概念教學」對學習者在二極體迷思概念的學習成效與閱讀時間有顯著正相關，但在一般網頁教學卻無顯著相關。此外，經由問卷調查分析結果，學習者對於運用「融入POE策略之視覺化概念學習系統」學習二極體迷思概念，皆持有正面肯定的態度。

The purpose of this study is to optimize the effect of correcting misconception in diode circuit learning by applying Visualized Conceptual Learning System with Predict-Observe-Explain Tasks (POE-VCLS). Therefore, it can diagnose the misconceptions of learners in diode circuit by POE-VCLS. Following learners can be more interested in learning electronics due to Visualized Teaching with Predict-Observe-Explain Tasks. The subjects of this research were undergraduates in department of industrial technology education. The subjects were randomly assigned to experimental group and control group by subjects’ pretest grades. Experimental group used Visualized Teaching with Predict-Observe-Explain Tasks to learn misconception but at same time control group used conventional web teaching to learn misconception. Finally the experimental group would be quizzed by questionnaire after post-test, due to understanding the effect of learning misconception attitude through Visualized Teaching with Predict-Observe-Explain Tasks.
The experimental results showed that the Visualized Teaching with Predict-Observe-Explain Tasks had better than conventional web teaching in learning misconception. Afterwards POE-VCLS would record different conditions of learners. Then the experimental results showed that experimental group notablely had positive correlation between the effect of learning misconception and reading time, but control group did not. Besides, the results of questionnaire showed that learners had positive attitude to use POE-VCLS to correct misconception in diode circuit learning.

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