本研究從認知心理學訊息處理理論的觀點，建構取向教學理論為要點，對學生迷思概念進行探討。本研究主要有三個研究目的：(一)探討不同自然科學能力學生分別在不同科學概念上所使用的法則差異；(二)分析學生在不同編碼科學概念間使用法則的差異；(三)探討建構取向教學法對促進學生科學概念學習效果的影響。
本研究為達成前述目的，共進行研究一及研究二兩個研究部份。研究中以自然科學的槓桿概念、彈簧概念、排水體積概念、及水流速度概念為研究內容，這四類概念依訊息處理理論而言，分屬四類不同編碼之科學概念。依據Siegler之法則評鑑法評估學生在科學概念上四種法則的使用，將法則一、法則二、法則三視為迷思概念法則，法則四視為正確概念法則。並且以系列學業技能測驗水準一的自然科分測驗的得分，作為區分不同自然科學能力學生的依據。
在研究一的部份，主要分析不同科學能力學生分別在四種科學概念上的法則表現，以及探討不同編碼科學概念間的差異。研究是以327位東門國小六年級學生為受試，將其區分為低、中、高三種自然科學能力學生，讓學生進行彈簧概念、槓桿概念、水流速度概念、及排水體積概念，四類概念的科學量表施測。
綜和研究一的結果如下：
1.不同科學能力學生在彈簧和排水體積兩種科學概念法則的使用上沒有差異存在，但在槓桿和水流速度兩種科學概念法則的使用上有差異存在。
2.除了彈簧概念和水流速度概念以外，學生在不同編碼科學概念的彈簧概念、槓桿概念、水流速度概念、及排水體積概念，兩兩之間皆有差異存在。
研究二的部份，主要探討建構取向教學法對促進學生科學概念的學習效果。為了達到研究目的，設計了五週，每週八十分鐘的建構教學課程。以東門國小六年級兩個班級五十八位學生為受試者，其中三十位同學為實驗組，二十八位學生為控制組。實驗組接受建構取向教學法實驗，而控制組接受傳統教學法處理，在五週實驗課程結束後一週內進行後測，實施四種科學量表的後測，並以二因子共變數分析，考驗建構取向教學法對學生在科學概念學習效果的影響，並以百分比同質性考驗，檢定建構取向教學法對學生正確法則概念的促進效果。研究結果發現如下：
1.接受建構取向教學法的學生，在四種科學概念的整體表現上優於傳統教學法的控制組學生。
2.接受建構取向教學法對學生在槓桿概念、彈簧概念、水流速度概念的分項分數的促進效果，沒有顯著差異存在。但建構取向教學法對於排水體積概念表現的促進效果，有顯著差異存在。接受建構取向教學法後，學生在排水體積概念的表現優於傳統教學法的學生。
3.建構取向教學法對不同自然科學能力學生在科學概念的總分及四種科學概念的分數促進效果，並無顯著交互作用存在。
4.建構取向教學法對於學生的槓桿概念及彈簧概念的促進效果未獲支持。然而，建構教學取向教學法對於學生的排水體積概念和水流速度概念的促進效果顯著優於傳統教學法。亦即接受建構取向教學法後，實驗組學生在排水體積概念和水流速度概念的正確概念法則的使用人數，明顯多於控制組學生。
綜合研究一與研究二的結果，本研究結果可提供教育心理學及科學教育，和實際教學的參考。

The primary purposes are to explore the rules used by students with different science ability, the different rules used by students with different rule encoding of science concepts, and the effect of constructive instruction on science concept learning.
In study one, the rules of four kinds of science concepts used by students with different science ability were analyzed. According to functional measurement theory, the science concepts on lever, spring, volume of water displacement, and velocity of water flow were analyzed. There were 327 sixth grader of Tong-Meng Elementary School.
The results of study one show that:
1. There was no significant differences between the science concept rules of spring and volume of water displacement used by students with different ability. There were significant differences between the science concept rules of lever and velocity of water flow used by students with different ability.
2. There were significant differences among different science rule encoding concepts including spring, lever, volume of water displacement, and velocity of water flow.
In study two, two classes of the sixth grade students of Tong-Meng Elementary School were used as subjects; one class was the control group and the other was the experimental group. The control group received conventional instruction; the experimental group received Constructive Instruction. Each was instructed for five weeks. Each class period lasted 80 minutes.
The results of study two show that:
1. As for changing students* misconception, using the Constructive Instruction was not better than conventional instruction in the science concept of spring and lever.
2. As for changing students* misconception, using the Constructive Instruction was better than conventional instruction in the science concept of volume of water displacement and velocity of water flow.
In general, effects of the constructive approach on students* learning science concept were shown. Discussions of important issues, implications of the study, and suggestions for follow-up studies are included.

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