本研究旨在透過繪圖分析來調查高中生對「科技輔助科學學習概念」，以及探討不同背景變項如3C裝置使用經驗(電腦、手機)、科學自我效能、科學學習概念的學生在科技輔助科學學習概念繪圖的差異。受試者包括335名台灣公立高中學生來自3所學校（男性179人，女性156人）。研究分析學生的繪圖，發現學生大多使用以下4種表徵方式 圖像加文字、純文字、文字系統圖和純圖像，並得到學生的概念包括七個主要類別：(1)對於科技的表徵、(2)學習活動的地點、(3)學習活動的形式、(4)學習活動的內容、(5)學習活動的參與者、(6)科技對學習的優勢和(7)科技對學習的成效。比較學生在「科技輔助科學學習概念實際情形和理想情形概念」的差異，發現學生在以下六個面向的部分子面向具有顯著的差異：對科技的表徵、學習活動的地點、學習活動的形式、學習活動的內容、科技對學習的優勢和科技對學習的成效。研究結果顯示學生的「科技輔助科學學習實際情形和理想情形概念」之間具有顯著不同。此外，本研究結果還發現學生的「科技輔助科學學習概念」也與不同3C裝置使用經驗、不同科學自我效能以及不同科學學習概念有關。另外，本研究也根據研究結果進行討論，並對後續研究提供相關建議。

This study aimed to investigate high school students’ conceptions of technology-assisted science learning by analyzing their drawings, and to explore their relations with different background variables such as computer experience, science learning self-efficacy, conceptions of science learning. The participants were 335 Taiwanese senior high school students from 3 senior high schools (179 male and 156 female). The results suggest that students' drawing mostly use four kinds of representation methods like image add text, text, system diagrams, and image. Moreover, students’ conceptions include seven categories: representations of (1) technology, (2) location of learning, (3) types of learning activities, (4) content of learning, (5) participants of learning activities, (6) affordance of learning technology, and (7) effects of learning technology. When comparing the differences between conceptions of ideal versus actual technology-assisted science learning, we found significant differences in students’ conceptions in six categories: technology, location of learning, types of learning activities, content of learning, affordance of learning technology, and effects of learning technology. Moreover, this study shows how students’ conceptions of technology-assisted science learning may link to different computer experience, Science learning self-efficacy and conceptions of science learning. Finally, the study findings and suggestions provide relevant suggestions for future research.

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