本研究的目的在探討於線上教學影片中嵌入開放式、封閉式、及無問題對國小高年級學生科學探究能力及科學探究本質的影響。本研究的實驗對象為國小六年級四個班級103位學生（男60人、女43人），研究方法採對抗平衡實驗設計，將每班學生隨機分派至三組，各組於實驗第一週分別接受三種問題形式其中之一的影片，在第二、三週以輪換的方式，讓學生於影片學習時有機會接受每一種問題形式。學生各自使用iPad mini 2平板電腦進行學習，並於每週學習結束後立即進行科學探究能力及科學探究本質測驗。學生的測驗資料以重複量數二因子混合設計變異數分析，結果顯示，在科學探究能力與科學探究本質中，組別與問題形式產生交互作用，因此依各組情況討論，在科學探究能力：第一組（順序：開放式–封閉式–無問題）使用無問題設計的學生其科學探究能力顯著高於開放式問題；第二組（順序：封閉式–無問題–開放式）使用開放式問題設計的學生其科學探究能力顯著高於封閉式問題。在科學探究本質：第二組（順序：封閉式–無問題–開放式）使用封閉式問題設計的學生其科學探究本質顯著高於開放式問題；第三組（順序：無問題–開放式–封閉式）使用開放式問題設計及無問題的學生其科學探究本質顯著高於封閉式問題。綜合科學探究能力及科學探究本質的結果，發現學生在學習線上科學探究互動影片時，嵌入開放式問題於影片中，對其科學探究能力及科學探究本質會有較好的表現。

The purpose of this study was to investigate the effects of embedding three question types, which includes open-ended, closed-ended and not embedding questions into online scientific inquiry on elementary students’ learning videos. A counterbalance experiment design was employed to investigate the relationship between the dependent variables (scientific inquiry skills and the nature of scientific inquiry) and the independent variables (question types). Students (60 males and 43 females) from 4 Sixth-grade classes were randomly assigned to three groups of question types sequence. Students used iPad mini 2 to watch three scientific inquiry videos with different question types. After watching the videos, students would take two assessments to examine their scientific inquiry skills and the nature of scientific inquiry. The results of mix-design ANOVA indicate that the factor of question types has reactions to the factor of sequence. Therefore, this study investigated the effects of question types in each groups. In scientific inquiry skills: group1 (Sequence: Open - ended - Close-ended - Without question type) students who adopted without question type would significantly demonstrate better scientific inquiry skills than using open-ended question types. Group2 (Sequence: Close-ended - without question – Open-ended question types) students who adopted open-ended question types would significantly demonstrate better scientific inquiry skills than using closed-ended question types. In the nature of scientific inquiry: group2 (Sequence: Close-ended - without question – Open-ended question types) students who adopted closed-ended question types would significantly demonstrate better the nature of scientific inquiry than using open-ended question types. Group3 (Sequence: Without question – Open-ended – Close-ended question types) students who adopted open-ended and without question type would significantly demonstrate better nature of scientific inquiry than using closed-ended question types.

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