本研究的主旨在探討學生對於伏打電池相關概念的認知情況，以及經過學習環教學後學生的學習情形。研究進行時，藉由面談及開放式問卷等方式來瞭解學生對於伏打電池相關概念的想法，再以示範式群測的測試工具收集資料，並根據學習環之教學策略，針對相關概念設計教學活動，藉以幫助學生學習與導正學生既有的錯誤概念。本研究的對象為國中二年級與三年級學生，分成實驗組與控制組，共計466人。主要的研究結果說明如下：
一、學生對於「離子導電概念」、「電流概念」、「電子流概念」的基本定義不清楚，而互相混淆，習慣用日常生活經驗來解釋現象，並以導電的巨觀現象，來判斷其在導體與溶液中的微觀情況。多數學生也不瞭解鋅銅電池的原理，而對「鋅銅電池正、負極反應的粒子觀點」、「鋅銅電池鹽橋導電的粒子概念」、「鋅銅電池鹽橋導電的粒子概念」產生許多錯誤的想法。
二、比較八年級(國二)與九年級(國三)的認知差異方面，研究主要發現學生在「離子概念」、「電子概念」、「伏打電池正負極選擇概念」、「伏打電池正負極反應的粒子概念」、「伏打電池產生電子流的概念」、「伏打電池鹽橋導電與離子移動的概念」、「伏打電池原理應用的概念（水果電池）」、「電解硫酸銅水溶液與電煉純銅的概念」等主題概念方面的答對率，隨著年級的增加而成長，這顯示在伏打電池相關概念的理解上，需要學生在抽象推理思考能力上的成熟。
三、本教學模式對於實驗組學生伏打電池相關概念的學習具有正面的幫助，尤其在「電子概念」、「伏打電池概念」與「伏打電池原理應用的概念（水果電池）」的進步幅度最大。另外，本研究中所取樣的九年級學生整體的答對率比八年級高，但是八年級學生的學習效果則略高於九年級學生，顯示學習環教學活動比較適合八年級（九年一貫新課程）學生，學生學習成效較高。筆者認為這與新、舊課程的概念順序安排不相同有相關。

The research aimed at exploring junior high school students’ recognition of correlated concepts of Galvanic cell, and the learning situations of all students through the learning cycle instruction. Interviews and open-ended questions were applied to know students’ understanding, and then data was collected through group demonstration test. In order to help students to change their prior thinking, we designed teaching activities according to the learning cycle strategy. The subjects of this study were junior high school students in grade 8 and 9. They were divided into the experimental group and the control group according to whether they received the learning cycle instruction. The total numbers of students were 466. The main findings in this research were as the followings:
1. The definitions of “ionic conduction”、”electric current”、and ”flow of electrons” were confused by students. They tended to explain these phenomenon by their own daily life experiences, and explain the microscopic concepts of particle by means of macroscopic points of view. Most students were unclear about the definition of Galvanic cell, so they have wrong recognition of the correlated concepts of Galvanic cell.
2. Comparing the difference in the recognition of the concepts of Galvanic cell in grade 8 and 9, students’ recognition of most concepts was progressed with their grades. It implies that the comprehension of Galvanic cell needs students’ mature ability of abstract inference.
3. Comparing the improvement between the experimental and the control group after the instruction, it proved that the learning cycle instruction is significantly effective in understanding the process of conductivity and particle concept of Galvanic cell. Moreover, this research found that it has better effectiveness for the eighth grade students. It means that the three-phases of learning cycle instruction is more suitable for the eighth grade students. It is correlated with the different concept arrangement sequence in the new and old textbooks in the curriculum reform.

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