本研究旨在探討於科學探究教學中，應用電腦輔助學習鷹架與科學自我效能對國中二年級學習者於自然與生活科技學習領域單元「力」之學習成效與學習態度之影響。研究設計採因子設計之準實驗研究法，自變項包含學習鷹架與科學自我效能，學習鷹架依設計的不同，分為概念鷹架與後設認知鷹架；科學自我效能依科學自我效能量表得分之總分將學習者分為高、低科學自我效能兩組。本研究以力之學習成效與學習者學習態度為依變項，力之學習成效分為基礎性認知歷程表現與擴展性認知歷程表現；學習者學習態度分為學習動機、學習幫助以及學習滿意三向度。本研究以國中二年級生共62位為研究參與者。

本研究獲致以下結論：(1) 在電腦輔助的科學探究教學中，使用後設認知鷹架對學習者在應用、分析層次的認知表現較概念鷹架為佳；(2)學習者對於使用電腦輔助學習鷹架之科學探究教學活動皆持正向肯定的學習態度。

The purpose of this study was to investigate the effect of types of scaffolding and science self-efficacy on junior high students’ science learning and attitudes.The methodology of this study was quasi-experimental design. Participants were 62 junior high school students who were randomly assigned as the conceptual scaffolding group and the metacognitive scaffolding group by class. Students’ science self-efficacy divided into high and low science self-efficacy.
The results showed that the metacognitve scaffolding facilitated learners’ performance on high level cognitive activites. The learners have positive attitudes toward used scaffolding that support scientific inquiry learning in the computer-assisted learning environment.

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