本研究主要的目的為(1)建置具教學支援的網路化電腦模擬學習環境。(2)探討在教學支援下的網路化電腦模擬學習與傳統實驗室的活動在學習成效上的差異。(3)探討在教學支援下的網路化電腦模擬學習，對不同抽象推理能力的學生，在學習成效上的影響。
研究採用的教學支援環境包含提供先備知識學習及評量、提供產生假設的支援、或提供循序進行之步驟及提供探索筆記以記錄學習過程。實驗對象為北部都會區國中二年級學生，在探討實驗室學習與電腦模擬學習之學習成效時，隨機選取4個班，班級隨機分派為學習單配合實驗室學習組39人、自訂假設配合電腦模擬學習組39人、選單組合假設配合電腦模擬學習組40人及依循步驟配合電腦模擬學習組35人，共153人。在探討教學支援方式與學生抽象推理能力的關係時，隨機選取6個班，班級隨機分派為自訂假設配合電腦模擬學習組78人、選單組合假設配合電腦模擬學習組79人及依循步驟配合電腦模擬學習組74人，共231人，學習內容以國中自然科光學透鏡成像性質為學習單元。
實驗室學習與電腦模擬學習成效之研究結果顯示，在科學概念學習成效上，具教學支援的電腦模擬學習組均優於實驗室學習組。教學支援方法與學生抽象推理能力的關係研究結果顯示，教學支援方法與學生抽象推理能力間並沒有交互作用，高抽象推理能力組對後測成績之效果在不同的教學支援環境中，均顯著優於中低抽象推理能力組。自定假設及選單組合假設的教學支援方式，在電腦模擬學習對後測成績之效果，均顯著優於依循步驟之教學支援方式。在學習歷程的分析上，支援自定假設之模擬學習組在實驗設計的正確率上，顯著優於支援依循步驟的模擬學習組。另外，對具教學支援的網路化電腦模擬學習活動，多數學生均給予肯定之看法。

The main objectives of this research are (1) to establish a web-based simulation learning environment with instructional supports (2) to investigate the difference of learning efficiency between the web-based simulation learning and the activity of traditional lab (3) to investigate the learning effects of students who have various inferential abilities under the web-based simulation learning environment with different instructional supports.
The instructional support environment designed includes providing learners with pre-requisite knowledge and evaluation, the support of hypothesis generation, sequential guidance, and notes for recording the learning process. The target audience of this research is the second graders of junior high schools students who live in the megalopolis of North Taiwan. While investigating the learning effects of the web-based simulation learning and the activity of traditional lab, four classes were randomly chosen. One class was assigned to the traditional lab group, one class was assigned to the self-orientated hypothesis group, one class was assigned to the selective-composition hypothesis group, and the other was assigned to sequential guidance group. The total number of selected students is 153. While investigating the relationship between instructional supports and inferential ability of students, six classes were randomly chosen. Two classes were assigned to the self-orientated hypothesis group, two classes were assigned to the selective-composition hypothesis group, and the others were assigned to sequential guidance group. The total number of selected students is 231. The course in this experiment focused on the nature of image generation through optical lens which appears in Science Course of junior high schools..
We found that the learning effects of the groups of web-based simulation learning are all superior than the group of lab learning. As for the relationship between instructional supports and inferential abilities of students, there is no interaction between instructional supports and inferential abilities. The post-test of high inferential group under different instructional support environments is obviously superior to the post-test of the middle-low group. The post-test of the self-orientated hypothesis and selective-composition hypothesis groups is apparently superior to the sequential guidance group. As for the analysis of learning process, the accurate rate of experimental design of the self-orientated hypothesis group is better than the sequential guidance group. Besides, most students just give affirmative attitude for the learning activity of the web-based simulation learning environment which has instructional supports.

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