本研究探討「註記」與「前導組織」導入自然科電子教科書，對國小六年級學生學習成效的影響與使用後的看法及滿意度。此研究採用準實驗設計，以新竹市某國小六年級共兩班58位學生為研究對象，分成四個組別，人數及分組為A組(無註記無前導組)16人、B組(無註記有前導組)14人、C組(有註記無前導組)14人與D組(有註記有前導組)14人。A、B組使用無註記功能的閱讀軟體，C、D組使用有註記功能的閱讀軟體，電子教科書內容分成有、無前導組織兩種。四組學生皆於課堂上操作電腦，自行閱讀電子教科書，實驗前一週實施前測，並在三週實驗結束後，進行後測及填寫滿意度問卷。
結果顯示四組學生在使用過電子教科書後，測驗成績皆有提升，但是四組後測成績無顯著差異，顯示出註記與前導組織兩項變項對於學習成效無顯著差異。在註記方面，學生的註記內容以記憶屬性居多，思考屬性次多。從問卷可得知學生認同「圖片」、「影片」與「小知識」能夠給與課文外的知識內容，大部分的學生表示「螢光筆」與「註記」的功能，能夠方便記錄筆記，且表示前導組織的「單元概念圖」與「引導問題」能夠適時輔助學習，大多數學生對於電子教科書抱持正向看法。

This study offers the students the electronic science textbook with “annotation” and “advance organizers” in it. This study examined the effects of electronic science textbook on sixth graders’ performance and their attitude toward this e-textbook through a questionnaire. Quasi-experiment design was implemented. In Hsinchu City, about 58 sixth grade students, who were from two different classes, participated in this experiment. They were separated into four groups: Group A (without annotation and advance organizers) included 16 students, Group B (without annotation but with advance organizers) included 14 students, Group C (with annotation but without advance organizers) included 14 students, and Group D (with annotation and advance organizers) included 14 students.
Group A and B used the PDF reader without the annotation function, in the other hand, Group C and D used the PDF reader with the annotation function. The e-textbook in the study had two versions: with and without advance organizers. All four groups used the e-textbook on desktops, and students read the e-textbook by themselves. We conducted the pre-test a week before the experiment and the post-test three weeks after the experiment. Students also filled in satisfaction questionnaires in the end.
The results showed that the learning performance of students from all four groups were better than before. However, there was no statistically significant difference of means between these four groups. This indicated that the “annotation” and “advance organizers” did not influence the learning performance. In the annotation part, the most notes students made are for remembering, and the second are for thinking. The questionnaire showed that students thought that the “picture”, “video” and the “hint,” which provided the extra knowledge of the textbook, were helpful. Besides, they agreed that the “unit concept map” and the “question” assisted the learning. Most students had positive attitude toward reading e-textbook to learn science.

中文部分

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