本研究旨在探討5E學習環融入前導組織（動畫模擬、演練範例）與引導策略（探索引導、問題引導）對國小生的數學體積與表面積學習成效、動機及態度之影響。研究對象為臺北市某國小六年級學生，有效樣本142人。本研究採用因子設計之準實驗研究法，自變項為「前導組織」與「引導策略」，「前導組織」根據連結舊經驗的「呈現方式」分為「動畫模擬」與「演練範例」；「引導策略」根據「反思的方式」分為「探索引導」與「問題引導」。依變項則為數學體積與表面積學習成效（知識理解、知識應用）、學習動機（價值成分、期望成分、科技接受度）及學習態度（自信心、喜好度、焦慮感、學習過程、學習方法、有用性）。
研究結果發現：就學習成效而言，(1)在「知識理解」方面，演練範例前導組織組學習表現優於動畫模擬前導組織組；(2)在「知識應用」方面，接受動畫模擬前導組織的學生，使用問題引導的學習表現優於使用探索引導的學習表現；接受探索引導的學生，使用演練範例前導組織的學習表現優於使用動畫模擬前導組織的學習表現。(3)就學習動機而言，各實驗組學生皆持正向動機表現，但在「控制信念」面向，接受動畫模擬前導組織的學生，使用問題引導的表現優於使用探索引導的表現；接受問題引導的學生，使用動畫模擬前導組織的表現優於使用演練範例前導組織的表現。(4)就學習態度而言，各實驗組學生皆持正向態度表現，而在「自信心」面向，問題引導組的表現優於探索引導組；在「有用性」面向，動畫模擬前導組織組學習表現優於演練範例前導組織組。

The purpose of this study was to explore the effects of integrating 5E learning cycle with advance organizer and learning guidance on elementary students’ learning performance, motivation, and attitude in learning of math volume and surface area. The effective sample size was 142 sixth-graders from an elementary school in Taipei. A quasi-experimental design was adopted in this study. The independent variables were advance organizer (animated simulation vs. worked examples) and learning guidance (exploration-based guidance vs. question-based guidance). The dependent variables included students’ learning performance, motivation, and attitude.
The results revealed that (a) for knowledge comprehension performance, the worked examples-advance organizer group outperformed the animated simulation-advance organizer group; (b) for knowledge application performance, while students received the animated simulation-advance organizer, the question-based guidance group outperformed the exploration-based guidance group; and the worked examples-advance organizer group outperformed the animated simulation-advance organizer group while through the exploration-based guidance . (c) For learning motivation, all student showed positive motivation. However, in control of learning beliefs dimension, while students received the animated simulation-advance organizer, the question-based guidance group outperformed the exploration-based guidance group. Additionally, within the question-based guidance, the animated simulation-advance organizer group outperformed the worked examples-advance organizer group. (d) For learning attitude, all student showed positive attitude. In self-confidence dimension, the question-based guidance group outperformed the exploration-based guidance group. Furthermore, in self-confidence dimension, the animated simulation-advance organizer group outperformed the worked example-advance organizer group.

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