本研究的目的在探討提問策略在國小學童線上科學學習之應用與成效。提問是促進學習和思考的重要策略，被廣泛應用於學習活動中。在學習活動中導入提問策略可以激發學生的學習動機和興趣，提示學習重點，促進學習討論和學生的認知輸入，而且在學生的主動學習中起著重要作用，有助於學生提高理解、組織概念、診斷評價、啟發思維、深化學習。有鑑於此，本研究將包含兩個部份來探討此議題：第一部分將在科學探究影片中嵌入不同類型的問題，以檢驗提問類型（開放式問題、封閉式問題、無問題）對小學生的科學知識、科學探究觀和科學探究技能的影響。第二項研究將在所開發出的線上提問系統導入合作科學專題任務，以檢驗不同題幹設計（詳細題幹、簡單題幹和無題幹）的輔助對小學生的提問品質、科學報告、科學知識和批判思考技能的效果。這些結果顯示，鑲嵌開放式問題（G1）和無鑲嵌問題（G3）的策略在高階知識和科學解釋觀點方面表現顯著優於鑲嵌封閉式問題（G2），其中G1展現了最佳的資料解釋能力，研究顯示開放式問題比封閉式方法更為有效。此外，在不同題幹輔助學生提問策略中，詳細題幹組展示了更好的提問品質。對於科學報告來說，詳細題幹組和簡單題幹組的效果明顯優於無題幹組。在科學知識方面，三組之間沒有顯著差異。最後，在批判思考技能方面，詳細題幹組和無題幹組的效果明顯優於簡單題幹組。這些研究的發現將有助於了解線上學習環境中導入不同提問策略對小學生學習的影響，並為提問學習提供實證證據。

The purpose of this study was to explore the application and effect of questioning strategies on elementary school students’ online scientific learning. Questioning is an important strategy to promote learning and thinking, and is widely used in learning activities. The introduction of questioning strategies in learning activities can stimulate students’ learning motivation and interest, prompt learning focus, promote learning discussion, and increase students’ cognitive input. In addition, questioning also play an important role in students’ active learning. It can help students improve their understanding and organization of concepts, diagnosis and evaluation, inspire thinking and deepen learning. In view of this, this study included two parts to explore this topic: the first part of the research introduced a scientific inquiry video with embedded questions to examine the effects of different questioning types (open-ended question, closed-ended question, and no question) on the elementary students’ scientific knowledge, view of scientific inquiry, and scientific inquiry skills. The second part of the research introduced a collaborative science project-based task on the developed online questioning system to examine the effects of different question-stem designs (detailed-stem, simple-stem, and no-stem) on the elementary students’ questioning quality, science reports, scientific knowledge, and critical thinking skills. These results demonstrated that the strategies of embedding open-ended questions (G1) and no embedded questions (G3) showed significantly better performance in higher-level knowledge and scientific interpretation views compared to embedding closed-ended questions (G2), with G1 exhibiting the best data interpretation skills. The study implies that open-ended questions are more effective than the closed-ended approach. In addition, in strategies using different question-stem supports to assist students in questioning, the detailed-stem group demonstrated better questioning quality. For science reports, both the detailed-stem group and the simple-stem group showed significantly better effects than the no-stem group. Regarding scientific knowledge, there were no significant differences among the three groups. Finally, in terms of critical thinking skills, both the detailed-stem group and the no-stem group showed significantly better effects than the simple-stem group. The findings of these study help to understand the effects of introducing different questioning strategies in the online learning environment on elementary students’ learning, and provide empirical evidence for questioning learning.

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