本論文旨在探討線上模擬實驗、數位實驗與傳統實驗三種方式對高中生對科學的態度之影響。研究採用實驗研究法，以121名台北市立高級中學學生為樣本，實驗組有41人為線上模擬實驗方式測試；控制組一有40人採數位實驗的方式；控制組二有40人操作傳統實驗。資料來源主要是透過「對科學的態度量表」、「牛頓第二運動定律學習成就測驗」及「訪談」瞭解學生在教學後其態度、學習成就是否有改變，並且討論對科學的態度和學習成就是否有相關。
整體而言，線上模擬實驗、數位實驗與傳統實驗三種方式在教學後，對學生對科學的態度均無顯著差異。但就態度的分量表而言，高分群學生在「對科學實驗的享受」分量表裡，線上組和數位組皆比傳統組結果好。然而對中低成就學生來說，無論是總量表或分量表，均無顯著差異。另一方面，本研究結果發現，三組學生學習成就前後測成績有顯著進步，但三組沒有因為實驗方式的影響而有差異。最後，本研究的結果也證實學生對科學的態度與學習成就呈現低度正相關。
本研究結果雖然三種實驗方式對學生對科學的態度和科學學習成就沒有顯著不同，然而也代表線上模擬實驗與實體操作的實驗一樣有效，故本研究建議應推廣開發更多可讓學生探究的模擬實驗單元，讓其他偏遠地區或器材不足的學校學生有機會享受探究實驗的樂趣。教學方面，則建議教師應採用探究實驗教學，以幫助學生多元化思考。

This study investigated the effects of an online simulation-based laboratory on senior high school students' attitudes toward science. The participants were 121 11th grade students in an urban public high school in Taipei. 41 students in one class were assigned to experimental treatment (EG) involved the use of an online simulation experiment. The control treatment for the first control group (CGⅠ) involved the use of a microcomputer-based laboratory and the control treatment for the second control group (CGⅡ) involved the use of a traditional laboratory. Each of the control groups included 40 students.
The results of the study showed that there were no statistically significant difference between the experimental group and both control groups in students' attitudes toward science, and their science learning achievement. Moreover, for the different achievement groups, the high achievers of EG and CGⅠ get better results than CGⅡ from the subscale of "enjoyment of scientific experiment". All of the three groups performed equally well and had remarkable gains on pretest-posttest of science learning achievement. Furthermore, students’ attitudes toward science and science learning achievement have been shown to be less positively correlated.
The study concluded that online simulation-based laboratory is as effective as physical hands-on experiment. The results suggested that more simulation experiments should be developed to let the students from remote regions or those who have insufficient materials to enjoy the fun of inquiry-based experiments. Simulations coupled with inquiry learning may enhance students’ enjoyment of science laboratory and significantly improve their conceptual learning.

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