本研究的目的是探討模型化活動模組對國小學童科學推理能力的影響。參加的對象是由高雄市某國小六年級的班級中，以非隨機分派的方式，選取兩個班共有72 位學生，一班為實驗組36人，另一班為控制組36 人。活動內容以「水溶液」單元為主，活動期間五週。活動後，兩組分別施於兩種不同的推理測驗：1.領域特定（水溶液）的科學推理測驗。2.一般科學推理測驗（Lawson, 1978, 1995）。結果顯示：實驗組在兩種不同的科學推理測驗分數，都顯著高於對照組。實驗組學生在含有領域特定的科學推理測驗分數較高，其中體積守恆、控制變因的向度，達顯著性差異。本研究建議，當對科學現象的觀察要產生深層的理解時，老師可嘗試讓學生運用意象推理和說明，以調適預測和觀察之間的矛盾。

This study investigated the effect of modeling activities on scientific reasoning ability of elementary school students. Participants included 72 6th-graders from an elementary school in Kaohsiung who were nonrandomly assigned to an experimental group(n=36) and a control group(n=36). The scientific activity focused on chemical solutions that lasted for five weeks. After the activity, the two groups of students took various types of reasoning ability tests: (a) domain-specific (i.e., chemical solutions) reasoning test and (b) general science reasoning test (Lawson, 1978, 1995). Results of the study indicated that students in the experimental group scored significantly higher on both tests than students in the control group. Students in the experimental group scored higher on the domain-specific scientific reasoning test in general, and significantly higher on dimensions of volume conservation and control variables. Results suggest that when facilitating in-depth understanding of scientific phenomena, teachers may engage students in practices of imagistic reasoning and explanation to adjust the discrepancy between prediction and observation.