兒童時期是一個人知識獲取與價值判斷形成的關鍵時期，在能源日益缺乏
的今天，去了解學童對能量、能源的認知，並進一步發現學生的錯誤概念
及其形成的原因，是今日我們所必須加以研究、探討的一項重要工作。本
研究主要的目的為（1）探討學童之認知發展階層以及對能量之『前期概
念』間的關係。（2）探討國小四、五、六年級學生在能量概念上的思考
模式。（3）比較不同年級及性別的學生在能量概念上的差異性。（4）探
討學童之認知發展階層與能量概念之間的關係。（5）比較故事類型的類
比教學法對改變國小學童能量錯誤概念的成效。本研究在前期概念方面採
用『開放式工具』，在能量概念測驗上採用『紙筆式』及『圖形診斷』兩
項工具，而在探討認知發展階層方面則以『比例推理工具』為測驗工具對
台北縣三所國小四、五、六年級學生共757名（男382名，女375名）進行
測試。 研究結果發現（1）在所取樣的國小四、五、六年級中，比例推理
能力的有無與能量前期概念之間並無明顯的關係存在。而由學生的回答中
發現，大部分受試學生的能量前期概念皆為『人類為中心』；『力量的來
源』；『卡通人物或電動玩具』的能源觀。（2）國小四、五、六年級學
生接受紙筆式測驗能量概念時，各年級間在統計上有顯著差異存在（
p<.001）。以圖形診斷工具測試能量概念時，受試者在年級間也具有統計
上顯著的差異（p <.01）：六年級成績最高，五年級次之，四年級為最低
。（3）紙筆式測驗能量概念時，性別間達統計上之顯著差異（p<.01）且
男生的成績表現優於女生。而以圖形診斷能量概念時，受試者性別間未達
統計上顯著差異。（4）男生的比例推理能力與其能量概念之紙筆試測驗
，兩者間有顯著的關係（r =.18 p<.001），即具有比例推理能力（pp1
）的男生，其紙筆試測驗的成績也相對較高；但對女生而言，它們之間在
統計學上則未達顯著差異。另一方面，在學生比例推理能力與以圖形診斷
能量概念之測試結果，僅六年級的學生在統計上有顯著差異（p<.01），
即六年級的學生中具有比例推理能力者，其圖形診斷工具測試結果的分數
相對也會越高。（5）在以故事型態之類比教學法的成效方面：控制組學
生在紙筆式測驗上，前測與後測平均分數的t值考驗未達統計上的顯著水
準，而實驗組則達統計上的顯著水準（p<.001），此結果顯示接受類比教
學法的實驗組學生，在學習能量概念時具有正面的效果。

childhood is the crucial period for a person to acquire the
knowledge and form the concept of value judgment. energy concept
is required day by day. As a result, it is an essential work for
us to investigate the children's conception of energy .
Moreover, we have to study their misconceptions, and explore the
factors of the misconceptions . the purposes of this study were
as follows： （1）to explore the relationship between students'
proportional reasoning ability and their preconception of
energy. （2）to investigate the thinking modes of the energy
conception among different grade levels in elementary schools.
（3）to examine the interaction of students' conceptions of
energy between grade levels and genders.（4）to explore the
relationship between students' proportional reasoning ability
and their conceptions of energy. （5）Using story format to
compare the students' conceptual change in energy by an analogy
teaching strategy. the instruments for this study were as
follows ： paper-and- pencil task and diagnostic graphic task
of energy conception. In addition , we use the open-ended task
for examine the preconception of energy and the proportional
reasoning task for evaluate the levels of cognitive development.
the subjects in this study were 757 elementary school pupils
（382 male, 375 female）included fourth, fifth and sixth grade
students.the major findings of this study were as follows： （1
）As to the fourth , the fifth and the sixth grade students,
there did not exist obvious relation between the proportional
reasoning ability and the preconception of energy. From their
answers we could find out that the preconception of energy were
remained as in the domain of human- centered, the source of
power, and the conceptions from cartoons or tv-games.（2）there
existed significant difference between the conception of energy
in paper-and-pencil test and the grade levels （p<.001）. in
addition, there was a significant difference among grade levels
in the results of graphic diagnostic test（p<.01）. the higher
was the grade , the better was the performance .（3）there
existed a gender difference for the paper-and-pencil test of
energy conception. the males performed better than the females
in spite of the grade levels. however, there was no significant
difference between the results of the graphic diagnostic test
with regard to gender difference.（4）as to the males, there was
a significant relation between the proportional reasoning
ability and the paper-and-pencil test（p<.001）: the higher was
the proportional reasoning ability , the better was the
performance . however, as to the females, there was no
significant difference statistically. Besides, there existed the
significant relationship between the proportional reasoning
ability and the graphic diagnostic test only in the sixth grade
students: those who had proportional reasoning ability , will
performance better in graphic diagnostic test. （5）in
concerning the effect of the story-format analogy teaching
method, it showed no significant difference statistically
between pre-test and post-test in the control group. on the
contrary, there was a significant difference in the experiment
group （p<.001）. all the results revealed that analogy teaching
is a strategy which can strengthen the effect on the experiment
group when they learn the energy concept.
childhood is the crucial period for a person to acquire the