本研究的目的在深入探究學生的另有概念，做為增進生物教學與改善生物課程的參考，利用自行發展的「神經系統概念診斷工具（CDIN）」做為探究七年級學生神經系統另有概念的工具，並採用詮釋性研究法，分析學生回答CDIN的理由，深入探究學生在神經系統單元所具有的另有概念。另外，利用概念圖晤談的方式，引導學生繪製神經系統概念圖，透過分析學生概念圖的結構、概念圖的型態、概念圖上位概念使用與概念圖連接詞使用，釐清學生的神經系統概念之知識架構。
研究結果顯示，CDIN是一個有效的概念診斷工具，CDIN的診斷結果反映學生在神經系統單元，確實存有另有概念，特別在神經系統掌控心跳呼吸等生理反應的概念，存有較多的另有概念，有關神經系統控制人體生理活動和神經傳遞路徑的相關概念，學生也有許多與科學概念不同的想法。
概念圖分析的結果顯示，學生繪製的概念圖結構相對於課本內容概念圖的結構簡單許多，不論是概念數、命題數、分支數、階層數和交叉連結數明顯偏少。而概念圖型態部分，大部分學生能形成網絡狀概念圖，但也有學生的概念圖型態為線型、兩群型、三群型或四群型。在上位概念的使用上，學生最習慣使用「腦」為上位概念，還會形成不同的上位概念組合。概念圖連結詞的分析結果顯示，使用最多的是包含關係連結詞，其次是行動關係連接詞，描述特徵關係的連結詞使用比例相對較低。
依據研究的結果，建議進行神經系統教學時，應該多結合日常生活的經驗，幫助學生建構陌生的神經系統概念，重視神經系統概念階層的說明，特別要強調中樞神經和周圍神經兩個概念。另外，教學時，應該增加說明神經系統概念間的特徵關係，以增進學生的概念理解。在神經系統教材編寫上，應該運用生活化的例子介紹神經系統概念，運用圖形描繪神經系統概念的階層，幫助學生釐清中樞神經系統與周圍神經系統，並透過表格比較，幫助學生區別幾個具有「神經」名詞的概念，另外，教材編寫時可以多增加概念間特徵關係的描述，以幫助學生更全面的理解神經系統概念。

關鍵詞：另有概念、神經系統、概念圖

The purpose of this study is to investigate the seventh grade students’ alternative conceptions in order to improve the biology teaching and the biological curriculum. The “concept diagnostic instrument in nervous system, CDIN” is developed as a tool to explore students’ alternative conceptions. By means of analyzing the reasons for answering CDIN questions, the students’ alternative conceptions can be revealed. In addition, the concept map interview framework is designed to explore students’ concept maps. By means of analyzing the structures of concept map, the patterns of concept map, the superordinate concepts of concept map and the linking words used in the concept map, students’ knowledge frameworks can be clarified.
The results of the study showed that CDIN is a valid instrument for diagnostic students’ conceptions. The results of CDIN reflected that students indeed have a variety of alternative conceptions in nervous system, especially the concepts of “the nervous system control heartbeat, breathing and other physiological responses”. The concepts related to “the human physiological activities are controlled by nervous system” and “the nervous signal transduction pathways”, students also had some conceptions different from the scientific concepts.
The results of the concept map revealed that the conceptual structure of students’ concept maps are much simpler than that of textbook. Students’ concept maps had less conceptions, propositions, branches, hierarchies and crosslinks than those showed in the concept map of textbook. Most students formed a network pattern of concept map, but there were students formed the patterns of the linear, the two groups, the three groups and the four groups. In the use of the superordinate concept, students were most accustomed to using the “brain” for the superordinate concept. In addition, students also used different combinations of superordinate concepts to draw concept maps. The results of the linking words showed that the inclusion relations were most used in the concept maps. Students also used a lot of the linking words belonged to action relations to describe the relationships between two concepts. Therefore, the linking words that describing the characteristic relations were less used in the concept maps.
According to the results of the study, it is suggested that the teaching of the nervous system should combine the scientific concepts with the daily life experiences to help students construct the conceptions. Teaching should focus on the concepts of “central nervous system” and “peripheral nervous system” to help students construct a complete structure of the nervous system. In addition, teaching should be added more characteristics relations between conceptions to enhance the students’ understanding of the nervous system conceptions.

Keywords: alternative conceptions, nervous system, concept map

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