本研究旨在開發可應用於國中電磁學課堂之迷你演示實驗教具「電磁學小盒子」，並探討以每位學生皆能親自操作教具為核心之「生生有實驗」教學方式。教具包含伏打電池、看見磁力線、電流的磁效應、電動馬達、電流與磁場的交互作用及電磁感應六項，目的在將抽象電磁學概念轉化為可於一般教室操作與觀察的實驗現象。 本研究採準實驗研究設計並結合量化與質性資料分析。第一階段以北部一所私立完全中學 294 位國三學生為原始樣本，比較實作教學與影片教學，並訪談 48 位學生；第二階段以北部一所公立學校 193 位國三學生為原始樣本，比較實作教學、平板影片教學與教師示範教學三種教學方法，並蒐集概念測驗、理化學習動機問卷、學習風格問卷及 42 位學生訪談資料。 結果顯示，第一階段實作教學與影片教學皆能提升學生概念表現；其中「電流與磁場的交互作用」在控制後測後，實作組延後測顯著高於影片組。第二階段三種教學法皆能提升四項實驗整體概念表現；分別以前測與後測作為共變數進行分析後，三種教學法未呈現顯著差異。兩階段結果皆顯示不同學業成就學生均能獲得學習支持，未發現教學法與學業成就分群的穩定交互作用。學習風格分析呈現部分教學法與學習風格交互作用，但不同測驗時間的結果不一致，未形成固定配對關係。理化學習動機方面，第二階段研究期間實作組與教師示範組顯著上升，平板影片組則顯著下降。 訪談顯示，不同教學法皆可形成於後續課程與作答時重新喚起的實驗經驗；回想有時能協助理解題意或概念判斷，但操作或觀看實驗並不等於立即理解，仍需將實驗現象與物理概念建立連結。綜合而言，「電磁學小盒子」教具與「生生有實驗」的方式能增加學生接觸與操作電磁學實驗現象的機會；其中，在涉及方向與空間關係的較複雜主題中，親自操作可能有助於學生經過一段時間與後續學習後的概念表現。;This study developed the Electromagnetic Learning Box， a set of mini demonstration experiment kits for junior high school electromagnetism instruction， and investigated Classroom Experiments for Every Student， an instructional approach in which each student operates an individual set of apparatus. The six experiments cover the Voltaic pile， visualization of magnetic field lines， the magnetic effect of electric current， the electric motor， the interaction between electric current and a magnetic field， and electromagnetic induction. The kits were designed to transform abstract electromagnetism concepts into experimental phenomena that can be produced and observed in a regular classroom. A quasi-experimental research design combining quantitative and qualitative data analyses was adopted. In Phase 1， the initial sample consisted of 294 ninth-grade students from a private secondary school in northern Taiwan. Hands-on instruction was compared with video instruction， and 48 students were interviewed. In Phase 2， the initial sample consisted of 193 ninth-grade students from a public school in northern Taiwan. Three instructional approaches—hands-on instruction， tablet-based video instruction， and teacher-demonstration instruction—were compared. Data were collected through concept tests， a questionnaire on motivation toward learning physics and chemistry， a learning-style questionnaire， and interviews with 42 students. The results showed that both hands-on and video instruction improved students’ conceptual performance in Phase 1. For the topic of the interaction between electric current and a magnetic field， the hands-on group significantly outperformed the video group on the delayed test after posttest performance was controlled. In Phase 2， all three instructional approaches improved students’ overall conceptual performance across the four experiments. When pretest and posttest scores were used as covariates in the respective analyses， no significant differences were found among the three instructional approaches. Across both phases， students at different achievement levels benefited from the instructional activities， and no stable interaction was found between instructional approach and achievement group. Learning-style analyses revealed some interactions between instructional approach and learning style; however， the patterns differed across testing occasions and did not form a fixed matching relationship. During Phase 2， motivation toward learning physics and chemistry increased significantly in the hands-on and teacher-demonstration groups but decreased significantly in the tablet-based video group. The interviews showed that all instructional approaches could provide experimental experiences that students later recalled during subsequent lessons and problem solving. Such recall sometimes helped students understand problem contexts or make conceptual judgments. However， operating or observing an experiment did not necessarily lead to immediate understanding; the observed phenomena still needed to be connected with the relevant physics concepts. Overall， the Electromagnetic Learning Box and Classroom Experiments for Every Student increased students’ opportunities to engage with and operate electromagnetism experiments. For more complex topics involving directional and spatial relationships， direct manipulation may support students’ conceptual performance after a period of time and subsequent learning.
