化學教師選出學生感到困難的單元有化學平衡、莫耳、氧化還原、化學計量反應，其中化學平衡是被列為學生最難理解的單元(Finley et al., 1982)，對化學平衡這個單元而言，許多學生誤以為是一種靜平衡的狀態，殊不知其實它是屬於一種動平衡的概念，Chi等人認為化學平衡的困難之處在於其本體屬性為突現本體，而非直接過程本體，本研究希望透過多重表徵的教學方式，來增進學生的學習理解。

本研究以八年級61位學生為研究參與對象，共分為兩組教學。其中實驗組學生有32人，教學過程是以多重表徵的方式呈現；對照組學生有29人，教學方式則為教師口語和板書教學，兩組學生之中各選出6位標的學生，進行晤談以了解學生具有何種心智模式。

本研究的結果如下：
1.兩組的概念問卷後測部分有達到顯著差異，表示實驗組的多重表徵教學確實能造成學習成效上的差異。
2.兩組的本體問卷在後測、延宕階段都有達到顯著差異，表示強調巨觀、微觀等不同面向的多重表徵教學有助於學習者理解化學平衡的突現過程本體屬性。
3.比較兩組間的心智模式類型分佈結果，不管是實驗組或是控制組方面，在前測階段兩組學生的心智模式都有集中在化學平衡反應的方向是從方程式的左邊向右邊進行的，至於在化學平衡的微觀機制部分，在前測階段兩組的心智模式都有集中在反應物與生成物達平衡時兩者的濃度相等，其中實驗組更有高達七成的比例。
4.從學生的情意問卷中顯示，大部分實驗組同學對於多重表徵教學是抱持著正面的反應。

研究結果顯示實驗組的多重表徵教學成效是優於控制組的傳統教學，建議科學教師可以在教學活動中，藉由不同表徵之間的交互作用，幫助學生了解化學現象中的科學概念，如此以協助學生建立正確的科學心智模式。

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