本研究的目的旨在分析現行國中自然與生活科技教科書(力與壓力單元)中的科學圖像表徵種類，及探討科學圖像表徵種類、性別差異、科學認識觀與科學圖像表徵閱讀理解之關係。本研究以已學過此單元之國九學生為研究對象，並使用科學圖像表徵理解問卷、科學認識觀問卷來探討學生對科學圖像表徵之閱讀理解情形。
研究結果發現：(1)科學圖像表徵種類，在功能形式與內容形式方面，分別以表徵圖及景物圖為主；(2)在理解不同種類的科學圖像表徵時，學生對「組織/資料圖」及「表徵/理論模式圖」的閱讀行為及理解的表現是較差的，而「解釋/概念圖」及「表徵/景物圖」的閱讀行為及理解的表現是較好的，故閱讀所需時間、認知負荷及理解表現是相關的；(3)閱讀「組織/資料圖」、「表徵/景物圖」及「表徵/多元表徵圖」的閱讀行為具在性別差異；(4)學生的科學認識觀與閱讀「表徵/關係圖」、「表徵/理論模式圖」、「組織/資料圖」、「解釋/概念圖」、「表徵/概念圖」、「表徵/景物圖」、「表徵/多元表徵圖」時之行為與表現有相關。

關鍵字：圖像種類、圖像閱讀、認知負荷、科學認識觀、性別差異

There are two purposes in this study. One is to analyze the graphical inscriptions in science textbooks at junior high level on the topic of force and pressure. The other is to investigate the relations among the reading performances of graphical inscriptions (in terms of reading time, cognitive load, and comprehension result), gender, and scientific epistemological beliefs.
The participants were 60 ninth grade students who had learned the topic before the study. Research tools included a questionnaire developed by the researcher to assess the reading and comprehension of various graphical inscriptions and cognitive loads, and an existing questionnaire used to assess students’ scientific epistemological beliefs.
Major findings include
(1)Content analysis showed that the main function of graphical inscriptions in junior-high science textbooks was to represent the text content in a concrete way, while the main form of graphic was pictures showing people, real scenes and/or natural phenomena.
(2)In terms of reading time, cognitive load and comprehension, students performed better in reading the “interpreting/ conceptual diagram” (function/form) and “representing / pictures”,” but worse in the “organizing / data table” and “representing / theoretical diagram.”
(3)The gender difference existed in the reading of “representing / pictures” and “representing / complex displays”.
(4)Correlations were found between scientific epistemological beliefs and the reading and comprehension of different graphical inscriptions.

Key words：Graphical inscriptions, graphical reading, cognitive load, scientific epistemological beliefs, gender effect

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