在化學教學中探求巨觀現象的機制時注重的是微觀的變化，而在呈現的過程中符號的運用常是不可或缺的一部分，而以模型來進行教學時會涉及到這三個面向的整合，本研究以電流的化學效應為主題，設計以引導式探究為理念的實驗教學活動配合微觀模擬動畫，導引學生建構電流的化學效應的模型，探討國三學生對此現象，心智模式建立與改變的過程，以自製的紙筆測驗與訪談為診斷工具評量學生的先備知識後，在施實教學活動的過程中，觀察學生在型模化過程時注重的要點。研究對象分為實驗組與控制組，共計49人。本研究發現：
一、 學生在電解方面迷思概念的成因與教材和教法有相當大的關連性，學生常會對這教材和教法的內容作過度地延伸，此外在解決以符號呈現的問題時若不了解其確實意義，會傾向以表面的相似性作為解題的依據。
二、 比較實驗組與控制組在教學前後概念改變的情況，証實本研究採用的實驗教學活動與微觀模擬動畫對於引導學生建構電解模型有顯著的成效(p=.018)，對學生答題時的信心也有幫助。
三、 分析學生在電流化學效應的表現，顯示部分學生在不同題目型式下的心智模式不具一貫性，從心智模式組成元素中可以發現這些元素並非隨意連結，如學生要在電流與離子移動方向上達到科學模式，才能和正確的水溶液導電方式連結。
四、 從心智模式的觀點來看，在教學前實驗組與對照組其實有很大的差異，本研究的教學法可以讓實驗組的學生有機會運用自己原有的概念，造成認知衝突的契機，使學生在後測時呈現較大幅度的成長。

In chemical education, we usually put our focus on the changes of materials at the microscopic level from the macroscopic level. One indispensable part in the process of the presentation is chemical symbols. Using models to perform our teaching activities involves integration of three aspects. This research is designed to find out the way to help students comprehend the process of the electro-analysis in electrolyte containing aqueous solutions and to observe how the mental models of ninth-graders are constructed and changed. We put guided inquiries and animated simulations together with regular textbooks to assist students to construct their mental models in the field of electro-analysis. When we diagnosed the preliminary knowledge of students, we also observed where students put their focuses on in modeling. The subjects of this research, consisting of forty-nine students, are divided into one test group and one control group.

The results of our study indicate that:
1. Students’ misconceptions about electro-analysis are highly influenced by the descriptions in their textbooks and the pedagogies that their teachers have applied on them. Besides, if students do not understand the actual meaning of chemical symbols, they tend to overextend their understanding to these symbols and solve problems only according to surface similarities of questions.

2. Comparing the conception changes of the test group and the control group, we found that the experiment activities and animated simulations significantly effected (p= .018) on helping students build electro-analysis models as well as enhancing the confidence when answering questions.

3. After analyzed students’ mental model in the field of chemical effect on electric current, the results show that some students’ mental model are not consistent in different expressions of the same questions. The elements in mental model cannot be randomly linked together. For example, mental model of electron and ion movement must belong to science model first, then the model of electron conductive method in solution phase can be linked to the same science model too.

4. From the view of mental model, the test group and the control group showed a big difference after the instruction. The instruction method of this research is considered to be able to offer students opportunity to operate according to their original conception and to create a chance of conception conflict that made the test group show better performance in post-test.

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