本研究為一初探性質之研究，目的在於嘗試以Thagard(1992)的解釋融貫性理論來探討高一學生對於「板塊構造運動」的理論架構之解釋融貫性，以其所提出的ECHO程式加以檢驗，並探討擁有不同解釋融貫性的學生在學習成效上的差異，及其在概念改變的程度上有何相異之處。另外，本研究探討以反駁式文本與自我解釋技巧來進行教學是否對於學生理論架構之解釋融貫性有所影響。研究結果顯示：（1）在板塊構造學說上學生常見之另有概念為「大陸漂移就是板塊構造運動」、「軟流圈等同地函等同岩漿」，而其概念架構之錯誤也與這些另有概念相關，使得學生在板塊構造學說之概念架構上有特定之錯誤類型；（2）反駁性文本與自我解釋技巧的使用能提高學生之學習成就；（3）學生持有之原有概念架構之解釋融貫性不影響其在教學後的學習成就，但是原有概念架構之解釋融貫性較高者較難以改變其概念架構，而較低者則較容易改變其概念架構。

As a pioneering research, the aim of this study is using the computer program “ECHO” to investigate the explanatory coherency of conceptual framework of high school students in plate tectonics, and trying to understand how the explanatory coherency of students’ original conceptual framework affects learning achievement. Participants were 120 high school students, and dividing into 3 groups evenly. Different groups took different treatments after same expository lecture, one was reading textbook, another was reading textbook adding refutational text, and the other was promoting self-explanation activity.
The results of this study are as follows:
1. The main misconceptions are “continent drifting is plate activity” and “asthenosphere means mantle and composed of lava”.
2. Application of refutational text and self-explanation activity are helpful in learning plate tectonics.
3. The explanatory coherency of students’ original conceptual framework don’t affects the learning achievement, but the explanatory coherency is positive related with the difficulty to change the conceptual framework.
The results show the coherency of student’s conceptual framework does exist, and the connection between misconception, mental model and explanation coherency is worthy further investigation.

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