本研究旨在探討教師在實體實驗前使用理論值回饋或誤差值回饋電腦模擬實驗輔助教學時，採用教師為中心或學生為中心的教學策略對學生在實體實驗後的實驗技能與實驗態度之影響。本研究採用準實驗研究的二因子前後測設計，選取台北市信義區某公立國中九年級學生共144人參與實驗活動，並將學生以班級為單位隨機分派為四組。研究發現，當教師採用教師為中心的教學策略時，接受理論值回饋電腦模擬實驗的學生在實體實驗後的實驗技能顯著優於接受誤差值回饋的學生。當教師運用誤差值回饋電腦模擬實驗輔助教學時，接受學生為中心教學策略的學生在實體實驗後的實驗技能顯著優於接受教師為中心教學策略的學生；在實驗態度方面則無顯著差異。

The purpose of this study was to investigate students’ experimental skills and attitudes after conducting simulations and physical experiments when administrating simulations, distinct feedback strategies and various instructional strategies intervened. A 2×2 (feedback strategy × instructional strategy) quasi-experimental research design was employed to investigate the relationship between the dependent variables (experimental skills and attitudes) and independent variables (feedback strategies and instructional strategies). One hundred and forty-four junior high school students participated in this study. The participants were divided into four groups according to instructional strategies and feedback strategies. The statistics procedure of two-way ANCOVA was used to analyse the collected data. The findings showed that the effects of theoretical values as feedback in simulation on students’ experimental skills were significantly better than experimental errors as feedback in simulations when using teacher-centered instructional strategy. The effects of student-centered instructional strategy on students’ experimental skills were significantly better than teacher-centered instructional strategy when using experimental errors as feedback in simulation. However, there were no significant differences in experimental attitudes.

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