| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 104 === Scientific texts played an important role in science education. They not only could help students to learn scientific concepts, but they were also the main basis for designing teaching activities by teachers. In order to investigate the impact of scientific text, this study used two modeling-based texts about the atomic model for high school students to learn the atomic models during different periods of time. One of them included explicit descriptions and representations of modeling process, and the other included implicit description of modeling processes. The participants of this study included 36 tenth-grade students from a high school in New Taipei City. The students were equally classified into three groups in which students read three different versions of scientific texts (i.e., two modeling-based texts and one regular textbook). Finally, this study investigated the effectiveness of reading three different versions of scientific texts, mental models and modeling competencies about the atomic models. The analyses results revealed that the students who read modeling-based text that including explicit modeling process not only had better learning performance about the concepts of atomic model , but they also developed better modeling competencies. Furthermore, the modeling-based text helped students construct their mental models closer to the scientific models. In sum, the results revealed the significant effects of the modeling-based text that including explicit modeling process, and it also provided a reference for the preparation of relevant textbooks.
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