本研究欲了解資深及初任的國中生物教師在「過程性概念」與「物質性概念」上所使用教學表徵之差異。本研究採教室觀察法，於97年9月至98年3月進入現場觀察並錄影錄音，收集教師教學資料，並透過焦點團體訪談，蒐集學生的觀點。研究結果如下：1.不同本體概念的教學：兩位教師在圖表說明、問答、討論、示範、類比、舉例上差異較明顯。2.資深教師在「過程性概念」常使用動態板書、生活經驗舉例、主題分組討論、多元類比與強調特性的方式幫助學生理解過程性概念。3.資深教師在「物質性概念」使用靜態板書、生活經驗舉例、類比的方式，並結合過程性概念統整說明。4.初任教師在兩種不同屬性概念之教學表徵差異較不明顯，傾向使用表格、綱要的靜態板書、引用課本圖片及課文舉例，有時採用物質性用語來說明過程性概念。5.於過程性概念上，學生認為透過動態板書、生活舉例、示範可加深印象。6.於物質性概念上，學生認為靜態版書標明物質構造部位，利用表格總整理，可使觀念清晰易懂。本研究建議教師在不同本體屬性的概念上應採用不同的教學表徵與語言；建立動態板書的模式；提供初任教師觀摩資深教師教學的機會，以加速成長；最後，從概念本體屬性的觀點進行教學改良。

This study was attempted to understand how experienced and novice teachers differ in their uses of instructional representations between process concepts and matter concepts. Classroom observation was the principal method used in collecting teaching data. And in order to explore the students’ viewpoints, the focus group interview was used.The findings are as below：1. In different ontological of concepts：Teachers had difference in illustration, question-answer, demonstration, analogy and exemplifying. 2. Experienced teacher often used dynamic blackboard-notes, everyday experience, team discussion, analogy in different ways and emphasizing characteristics to enhance students comprehension for process concepts.3. Experienced teacher used static blackboard-notes, everyday experience, analogy and integrating process concepts in teaching matter concepts.4. Novice teacher had no apparent difference in instructional representations for two kinds of concepts. He mainly used tables, outlines as blackboard-note and quoted pictures and examples from the textbook. Sometimes he also used material terms to explain process concepts.5. Students like to learn process concepts with dynamic blackboard-notes, and feel like everyday experience and analogy can make deep impressions.6. Students also rely on teacher’s static blackboard-notes for labeling structure. Using tables can help clear the concepts.The study suggests that teachers should take different kinds of instructional representations, language in different ontological concepts; Construct dynamic-blackboard-notes process model; Provide chances for novice teachers to watch experienced teachers’ teaching; in the end, taking improvement of instruction from the view point of concept ontology.

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