[[alternative]]Effects of scaffolded inquiry and problem-based learning on students' understanding, attitudes toward science,and inquiry skills

碩士商業教育學系[[abstract]]本研究主要探討鷹架探究式學習與問題導向式學習對學生科學成效、科學態度及探究能力的影響。本研究採質-量混合研究法， 對象為國中二年級學生， 在多媒體網路學習環境下， 透過不同提示鷹架學生學習自然科學主題「溫室效應」。實驗研究分為以下三組: 探究提示鷹架探究式學習、問題解決提示鷹架問題導向式學習， 控制組則為無提示鷹架學習。依研究目的， 結果發現： 一、 在多媒體網路學習環境下， 鷹架探究式學習、鷹架問題導向式學習與無鷹架學習的科學成效均有顯著影響。 二、 在多媒體網路學習環境下， 僅鷹架探究式學習對科學態度有顯著影響。 三、 在多媒體網路學習環境下， 僅鷹架探究式學習對探究能力有顯著影響。 四、 在多媒體網路學習環境下， 鷹架不同學習策略影響學生小組討論內容、知識獲取類型與迷思概念校正。[[abstract]]Abstract The purpose of this study was to determine the effects of scaffolded inquiry and problem-based learning on students' understanding, attitudes toward sci ence, and inquiry skills. Although many studies have examined the effects of inquiry and problem-based learning in science learning, few studies have investigated these learning effects on students’ attitudes toward science and inquiry skills. Yet there is a lack of empirical research examining the role of scaffolding on both inquiry and problem-based learning. Hence, this study conducted mixed-methods study to examine the influence of scaffolded inquiry and problem-based learning on students’ understanding, attitudes toward science, and inquiry skills in the web-based learning environment. Ninety - six middle school students were recr u i t ed and randomly assigned to one of the three conditions: (1) scaffolded inquiry-based learning condition that provided students with i nquiry prompts, (2) scaffolded problem-based learning condi tion that provided students with procedure prompts,or (3) a control condition that did not provide access to any prompts. The findings revealed that:1. in multimedia online learning environment, students in all three conditions made a significant improvement on the understanding of science. 2.in multimedia online learning environment,students who participated in the scaffolded inquiry-based learning had a significant change in their attitudest oward science. 3.in multimedia online learning environment,students who participated inscaffolded inquiry-based learning had a significant improvement on their inquiry skills. 4.in multimedia online learning environment, different scaffolded learning methods not only resulted indifferent group discussions, knowledge attainments, but also influenced learning efficiencies and conceptual change