| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === The purpose of this research was to investigate the conceptual learning on “Observing the Sun” by the portfolio in the fifth grade in elementary school. This data were analyzed qualitatively. The subjects were students in one class of fifth grade selected from an elementary school in Chung-ho City in Taipei County. By utilizing three-tier test , concept map , interview , and questionnaire to investigate（1）alternative concept of observing the sun（2）conceptual framework of observing the sun（3）the process of students’ conceptual change（4）the mechanism of conceptual change toward “Observing the Sun”. The findings were summarized as follows：
A. According to the results from three-tier test, students’ alternative concept were about the relation between the position of the sun and the direction of the shadow, the length of the shadow, the relation between height of the sun and the length of the shadow. Their conceptual framework lacked causal relationship. Besides, the sources of alternative concept were about life experiences and lacked individual knowledge.
B. As for the findings from examining the portfolio, students’ conceptual learning could be categorized into eight types：S-S-S, S-A-S, A-S-S, A-A-S, A-A-A, N-S-S, N-A-S, N-A-A.
C. According to analysis of concept map, students’ conceptual change could be categorized into three types：
a. Conceptual addition：horizontal addition, vertical addition, related addition.
b. Conceptual restructuring：give up some concept, revise some concept, differentiate concept.
c. Conceptual exchange.
With the results of the interview, the researcher classified the mechanism of conceptual change could be categorized into six categories：（1）conceptual addition with believing expert（2）conceptual restructuring with believing expert（3）conceptual exchange with believing expert（4）conceptual restructuring with accommodating by self（5）conceptual exchange with identifying schoolmate（6）conceptual addition with constructing by self.
D. Teacher and students thought that portfolio could display the learning process and help students to construct the concept by oneself. But teacher and learner had to utilize the features of portfolio in order to promote meaningful learning.
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