本研究旨在探討科學漫畫融入生物科教學，對國中七年級學生生物科學習成就與科學學習動機的影響。本研究採準實驗研究設計，研究對象選取桃園市某國中兩班七年級學生，其中實驗組38人，對照組34人，實驗組學生接受「科學漫畫融入教學法」，對照組學生接受「傳統講述教學法」，以國中生物第一冊第三章的消化系統為教學內容，共進行一週的實驗教學。研究工具除了以量化的「消化系統學習成就測驗」、「科學學習動機量表」及「融入科學漫畫學習意見問卷」之外，並輔以「融入科學漫畫訪談紀錄」作為質性資料的蒐集與分析。
研究結果發現：（一）科學漫畫融入教學活動後，實驗組與對照組學生的學習成就無顯著差異存在。（二）科學漫畫融入教學活動後，實驗組學生的科學學習動機顯著優於對照組的學生，顯示科學漫畫融入教學確實能提升學生之學習動機。（三）實驗組學生對於科學漫畫融入教學的方式感到興趣，亦認同對其學習的概念理解是有幫助，並建議閱讀漫畫前先講解課本內容，這樣比較容易將課文知識和漫畫圖像作連結。由此可見，科學漫畫融入教學可增加教學的多元化，如果設計得宜，此教學法是一種輕鬆活潑且可行的教學策略。

This study aims to explore the effects of using comics in the teaching of Biological Science on the seventh graders’ learning achievement and learning motivation. The study adopted quasi-experimental research design. The subjects were selected from two classes of seventh grade students in a public junior high school in Taoyuan City. There were thirty-eight students in the experimental group and thirty-four in the control group. The experimental group received “Science Comics Integrated Instruction” while the control group received “Traditional Lecture Instruction” in terms of the teaching content about the digestive system. The outcome was evaluated through the quantitative research tools, such as “Digestive System Cognitive Test,” “Science Learning Motivation Questionnaire” and “Questionnaire of Science Comics Integrated Instruction,” and supplemented by the qualitative data of “Interview in the study of Science Comics Integrated Instruction”.
The results showed: (a) there is no significant difference in the learning outcome between the experimental group and control group after the teaching activities. (B) in terms of learning motivation, the students in the experimental group were significantly better than those in the control group. This shows Science Comics Integrated Instruction can really improve learning motivation. (C) students in the experimental group are much more interested in the way of Science Comics Integrated Instruction and believe it is much more helpful for their understanding towards the biological concepts. In addition, it is recommended that teachers can firstly explain the context of the textbook and then assist students to read the comic books. This is easier to help students connect the text with the images. Thus, Science Comics Integrated Instruction can increase the diversity of teaching and if well-designed, intends to be a lively and practical teaching strategy.

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