模型與建模為科學實務的中心工作，而中小學科學展覽為最近似科學家的建模活動。本研究採用事後回溯法（Ex Post Facto Study）探討2位立意取樣之八年級學生歷經物理科展建模活動後所建構的模型表徵類型與其表徵模型階層。研究工具主要整合自模型表徵類型（Boulter & Buckley, 2000）與觀察學習表現架構（Structure of the Observed Learning Outcome, SOLO）（Biggs & Collis, 1982）分類階層形成模型種類與階層表。研究結果顯示學生在實驗室情境下建構模型的類型與其發展順序，包括：(1)在相同探究時期，學生可以建構出具體、動作、視覺、語彙與數學等多種具有目的性的模型；而在不同探究時期，學生主要從具體與動作表徵模型開始，接著建構視覺、語彙與數學模型的動態建模歷程，並依據先前建構的表徵模型從單一結構逐漸提升至延伸抽象結構；(2)學生經由不同的探究階段逐漸掌握科展主題探索的變因，包括纏繞物的種類、纏繞圈數、懸掛重量以及摩擦力等而形成自身對於科展主題的概念架構，並向外發展形成各種表徵模型。最後文末依據學生表徵模型建構次序，建議教師在設計實驗為主的探究相關活動時，應著重在具體與動作表徵模型的介紹，再逐步形成視覺與語彙模型表徵模型，最後形成數學模型。

Models play a core role in science. Engaging students in science exhibitions is a way to involve them in modeling activities similar to those practiced by scientists. This study adopted the ex post facto method to investigate the types and hierarchical levels of modeling processes which were present in the scientific inquiry activities of eighth grade students. The authors integrated a typology of models proposed by Boulter and Buckley (2000) and Structure of the Observed Learning Outcome (SOLO) taxonomy by Biggs and Collis (1982) to evaluate the typology of models used. The results revealed that (1) within the same inquiry phase, students constructed different types of representational models, including concrete, gestural, visual, verbal, and mathematical, each with a specific purpose. In other phases they constructed the same types from models that are uni-structural to ones that are extended and abstract. (2) Through various inquiry phases, the students gradually understood the variables of the project they worked on in order to develop a variety of corresponding representation models. Accordingly, school teachers are recommended to provide a progression of inquiry-based science activities that emphasize on introducing concrete and gestural representational models, forming visual and verbal models, and constructing mathematical models.