本研究為太陽經緯儀（sun altazimuth）實體教具開發暨教學應用可行性之先導試驗（pilot study）。係以地球上觀察者所見的太陽視運動規律為理論基礎，由研究者自行設計並製作紙板材質的太陽經緯儀原型（prototype），以提供中小學自然科教師、學生、或地球上觀察者觀測太陽視運動；並可模擬地球上南、北半球任意緯度觀測地點、一年中任意觀測日期、與該日期中任何觀測時間，太陽視運動的位置與軌跡。本研究以160位國小五年級學童為準實驗研究的對象，以五上自然「太陽的觀測」為教學單元，實驗組學童試用以DIY製作的太陽經緯儀原型替代對照組的竿影教具，兩組皆以食譜式實驗教學策略搭配合作學習模式進行分組實驗教學以做為控制變因，探討學童在不同天文概念上的學習成效，並蒐集學童的回饋意見以作為日後修正教具設計與教學策略之參考。研究結果顯示實驗組教學成效明顯優於對照組，而兩組學童在「測量太陽位置的功能性」、「教學時間的充裕性」、與「提升學童學習的成效性」等三個層次的認同度方面，太陽經緯儀也都明顯優於傳統竿影教具，但是教具對於不同空間能力學童的學習成效而言並不存在選擇性。從學童的回饋亦得知：紙板太陽經緯儀原型的功能雖獲肯定，但製作材質的結構過於脆弱，不利於學童的學習操作。

This quasi-experiment investigated the effect of the presentation of a newly developed instrument-＂Sun Altazimuth,＂ which can easily represent solar motion observed at any time, in any date, and at any location on Earth, in comparison with the traditionally adopted teaching material of sundials. Pretest and post-test data for 160 fifth grade primary school students were used to address the research question and the relationships between the performance of students and their spatial abilities. Students, independent of their spatial abilities, showed significant improvement in knowledge of the apparent solar motion. This suggests that the students are cable of learning an accurate description of apparent celestial motion through the manipulation of ＂Sun Altazimuth＂. The results also demonstrate the value of both kinesthetic learning techniques and how a 3-D model of solar motion supported students to develop conceptual understandings of various astronomical phenomena that required a change in a frame of reference.