本研究使用準實驗研究法，將國中一年級學生分為實驗組（共30人）以及控制組（共59人），以「前置組織因子」教學法和一般教學作為兩個組別之間的實驗變項，以自編生物成就測驗「恆定性成就測驗」、「整體概念測驗」所得之學習成就作為依變項，研究（1）探討「前置組織因子」教學對學生恆定概念的學習有何幫助？（2）探討「前置組織因子」教學是否能促進恆定概念的學習與記憶？（3）探討學生對於恆定概念學習過程中會產生什麼另有概念？研究結果分為兩個部分：第一部份以實驗組學生在上課學習單的作答反應討論類比對應的情形，發現實驗組學生在圖形對應的作答反應與恆定機制的吻合度比文字對應的作答反應較高，少數學生對恆定機制的「增加系統」和「減少系統」的辨認有時會受到其他相似的事物所混淆，另外類比對應過程中出現另有解釋架構－「一元調節系統」。第二部分討論實驗組與控制組的學習差異，前置組織因子教學的成效可以總結為三點：（1）可以促進恆定概念的短期記憶與學習，（2）亦可以促進恆定概念學習的整體性，增進概念間的理解，此外（3）還能增進恆定概念的長期記憶；其中，實驗組學生對恆定概念的認識有三個部份優於控制組學生，包括較能了解運動過程中各種生理現象的「功能」，較能辨識恆定目標物，較能掌握恆定目標物引發機制運作的功能。最後，整理出學生在恆定單元學習中常出現的另有概念類型，並提出未來對生物教學以及教育研究上的建議。

The quasi-experimental method was adopted to investigate the effects of “advance organizer” teaching model on the concept of “homeostasis.” Eighty-nine seventh-grade students participated in this study. The experimental group (30 subjects) received a lesson of an advance organizer in analogy use at the beginning of the science class unit. Students in the control group (59 subjects) were not given any organizer. One pre-test and two post-tests (one post-test given immediately after the lesson, and the other two months later) were administered to both the experimental and the control group. The results of ANCOVA on students’ performance showed significant difference in both immediate and delayed post-test scores. It indicated that the use of analog as an advanced organizer could improve students’ learning and long-term memory of “homeostasis.” Data analysis also showed that the students in the experimental group had a better understanding of physiological functions, control systems and chemical regulation in control systems. Some suggestions were provided for teaching and future researches.

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