本研究探討地方本位教育（Place-Based Education, PBE）多重表徵教學模組，對國中生力矩與轉動單元學習成效之影響，其中力矩與轉動為國中自然科學領域中重要的核心概念之一，且屬於較抽象、困難的單元，本教學模組結合學生日常生活及扇形車庫等在地文化，並透過多重表徵方式進行教學，研究結果發現可提升學生對力矩與轉動概念的理解，並增進學習成效之目的。本研究採行動研究法，研究參與者為台灣中部某都市國中九年級兩個常態班級。資料收集包含：團隊會議記錄、教師教學日誌與力矩與轉動成就測驗等。研究結果發現，研究團隊透過文獻分析與實作，設計在地文化、生活經驗，以多重表徵呈現科學概念能有效提升學生學習成效。就量化分析而言，力矩與轉動成就測驗結果，兩循環後測均顯著優於前測。質性分析於知識面：教師融合地方特色教學，實物操作且探究式教學，並提供力圖等使用多重表徵，使學生能在生活應用力矩概念。態度面：學生學習動機提升，促進反思成長環境蘊含之科學概念。能力面：學生能應用槓桿原理於日常中，並使用多重表徵與同儕交流，增進互動的能力。本研究可作為未來國中自然科學領域相關抽象單元之教學參考。

This study explores the impact of a Place-Based Education(PBE) multi-representational teaching module on junior high school students’ learning outcomes in the unit of torque and rotational motion. Torque and rotational motion are among the core concepts in the junior high school science curriculum and are considered abstract and challenging topics. The teaching module integrates students’ everyday life experiences and local culture—such as the fan-shaped garage—and employs multiple　representations for instruction. The results show that this approach enhances students’ understanding of torque and rotational motion concepts and improves their learning outcomes. The study adopts an action research methodology. Participants were two regular ninth-grade classes from a junior high school in an urban area in central Taiwan. Data collection included team meeting records, teacher teaching journals, and a torque and rotational motion achievement test. Findings indicate that the research team, through literature analysis and hands-on practice, designed science instruction that incorporates local culture and everyday experiences, using multiple representations to effectively enhance students’ learning outcomes. In terms of quantitative analysis, the post-test scores from two teaching cycles were significantly higher than the pre-test scores. Qualitative analysis revealed the following: Knowledge aspect: Teachers incorporated local features, hands-on activities, and inquiry-based learning. Using diagrams and other multiple representations, students were able to apply torque concepts to real-life situations. Attitudinal aspect: Students’ learning motivation increased, prompting them to reflect on the scientific concepts embedded in their surroundings. Skill aspect: Students could apply the principle of levers in daily life and use multiple representations to communicate with peers, thereby enhancing their interaction skills.