本研究探討不同教學媒體（科學史課文、理化課文、錄影帶）對國中學生學習原子結構的影響，並分析如何改進國中「原子結構」單元的教學。本研究採用準實驗研究法、晤談及問卷調查。準實驗研究樣本為桃園區某國中及台北區某國中學生共406人，將學生分為三組，先做原子結構紙筆測驗，學生於教學後，分別看錄影帶、理化課文及科學史課文（三組時間皆相同），再做後測。前後測工具為研究者自行開發，經十位理化老師審查修正，預試信度α=..87，正式施測α=..83。晤談對象是針對參與準實驗研究之教師，於研究結束後進行教學媒體使用感想及建議之訪談。問卷的樣本為台北區某國中學生共105人，學生於教學後看三種教學媒體，再做問卷。本研究結果如下：1.科學史課文組的後測及進步表現皆顯著優於理化課文組，科學史課文組在原子結構相關概念「原子的模型」學習成效比錄影帶組和理化課文組好，顯示利用科學史來改進國中原子概念的教學是有幫助的；2.後測高分組學生中科學史課文組表現優於理化課文組。但中分和低分組無顯著差異；3.理化學習低成就的學生中，二校的後測及進步表現皆是科學史課文與錄影帶表現比理化課文好，顯示使用錄影帶和科學史課文，對於理化學習低成就的學生成效比理化課文好；4.在校理化學習高成就和中成就的學生中，台北某國中的後測及進步表現皆是科學史課文優於錄影帶優於理化課文。桃園某國中錄影帶組表現不理想，晤談參與研究理化教師得知，錄影帶組的學生，後測時填答紙筆測驗的態度不積極，所以影響測驗的準確性；5.學生問卷結果顯示學生對於教學媒體錄影帶及科學史課文的使用是肯定的；6.參與研究教師表示科學史課文和錄影帶的使用可以幫助學生原子結構概念的學習。

Investigated were the effects of the text with history of science, the textbook. and videotape on students learning of atomic structure for eighth graders. Quasi-experimental design, interview and survey were adapted in this study. Four hundreds and six students from two schools located either in Taoyuan or Taipei were involved. Students were assigned into three groups purposely, namely, group A reading text with history of science, group B reading the textbook and group C watching videotape. All students had pre-test before the teaching. After teaching, they were required to watch videotape, read text with history of science, or read the traditional physical-chemistry text respectively. Then, post-test were given to all students. Teachers who help study were interviewed. Another one hundred and five students from the school in Taipei answered the questionnaire to show their feeling and recommendations about the three media. The findings were as following: 1) group A was significantly better than group B in score of the post-test and the progressed scores, group A also performed better than group B and C in concepts of atomic models; 2) group A performed better than group B among students who got high scores in post-test. However, there were no significant difference among students of middle and low scores in post-test; 3) group A and group C were better than group B for all low achievers in physical science; 4) group A performed better than group B and group C in school in Taipei for students who were high and middle achievers in their physical science. However, it was not found in Taoyuan school; 5) questionnaire results indicated that students were positive attitude toward text with history of science and videotape;6) teachers who participated in study indicated that the text with history of science and videotape could help students learn concepts of atomic structure better.

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