本研究以台灣地區北部、中部、南部及東部的國中一、二年級學生為對象，抽取七所學校共568名學生為樣本，應用經過兩年發展並且效化的「動物生殖診斷式測驗」及「動物生殖結構式晤談」為工具，收集量化的與質性的資料，探討國中學生有關動物生殖的概念與另有概念。本次研究探討的主題為：（1）國中學生在學習過生殖單元後對「動物生殖」持有的概念。（2）國中學生對於生殖科技持有的看法。（3）學生對「環境因素影響動物生殖」持有的看法。研究結果顯示，受測的國中學生普遍瞭解生殖的意義，能判斷生殖的現象。受測學生呈現的另有概念主要有：（1）學生認為「生殖」等於「有性生殖」，認為生殖過程都會經過配子結合，缺乏無性生殖的概念。（2）學生的「減數分裂」概念不完整，不清楚減數分裂過程中發生同源染色體分離，與同源染色體分離造成的影響。（3）學生知道有性生殖經過精卵結合，但是不瞭解精卵結合會產生有遺傳變異的後代，有利物種的延續。（4）學生不瞭解受精方式在演化上的意義，認為孵卵、育幼行為才是動物適應陸地生活的必要條件。（5）學生對卵胎生的概念不清楚，認為卵胎生是幼兒生出來後卵還留在母體內，或卵在子宮內發育。有關生殖科技的部分，部分學生的生殖觀不接受人工生殖技術，認為由人工技術產生後代的過程不是生殖作用。學生在運用生殖概念解讀生殖科技時產生許多另有概念，如：（1）試管嬰兒的產生沒有經過交配，進行體外受精，是一種無性生殖。（2）試管嬰兒是從試管生出來的，是一種無性生殖。（3）複製羊是有性生殖。有關「環境因素影響動物生殖」的部分，受測學生認為如果是自然環境改變，動物的生殖行為可能會受影響，如果是把動物養在動物園裡面，學生認為生殖行為比較不受影響。根據文獻資料與本次研究的結果顯示，學生有關生殖的另有概念可能會影響學生學習遺傳和演化的概念，學生建構的生殖概念不一定能成功地解釋人工的生殖方式。教師在進行教學前應先了解學生的先前概念與可能產生的另有概念，以此為基礎設計教學活動，幫助學生有意義的學習。本次研究的結果可提供教師教學之參考，亦可提供教材編著者做為參考。

This research used two-tier diagnostic test and structured interview as instrument to explore junior high school students’ conceptions in animal reproduction. There were 568 students participating in two-tier diagnostic test and 18 of these students were selected to take part in structured interview. The findings showed that most students could understand the meaning and phenomenon of reproduction. Students’ common alternative conceptions in animal reproduction were as following: (1) students thought reproductive process must through fertilization, they lacked conceptions about asexual reproduction. (2). Students didn’t fully understand that homogenous chromosomes separate during meiosis and the gametes are haploid. (3). Students didn’t understand that through sexual reproduction offspring got new combinations of alleles and variations in traits which means a lot in population evolution. (4). Students didn’t know the existence of internal fertilization for evolution of land-dwelling animal. They thought nourishing offspring and hatching behavior as essential elements for animals to adapt land environment. (5). Students didn’t well understand ovoviviparity. About reproductive techniques issue, some students didn’t include artificial offspring creating in the domain of reproduction, and, others showed some alternative conceptions, such as: (1). “Test-tube baby” created by in vitro fertilization should be a kind of asexual reproduction. (2) “Test-tube baby” birth from a tube should be a kind of asexual reproduction. (3) Creating clone sheep were sexual reproduction. Concerning environmental factors that influence animal reproduction, students thought reproductive behavior would be affected if natural environment changed, but less effected if animals lived in zoo. This research revealed that students’ alternative conceptions in animal reproduction might hinder them from constructing genetic and evolutional conceptions. Even after learning reproduction, students could not successfully apply what they learned on solving reproductive technical problems. To help students achieve meaningful learning, science teachers should understand what students already knew and what alternative conceptions students might hold and, then, plan teaching programs accordingly. The findings of this research also could help teachers and textbook authors develop materials for junior high school students.

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