本研究主要目的在藉由科學學習過程中，瞭解學習者如何透過實驗提升其學習科學概念，以觀察學習者實驗行為表現與歷程並加以分析。
研究對象為23位台灣北部七年級學生，進行游離輻射虛擬實驗之網路課程─「輻射與防災」單元教學後，其所展現之實驗行為、學習投入與其對輻射對生態影響之相關科學概念之理解。資料收集包含課程進行之前、後測驗、虛擬實驗進行之前、後嵌入式評量、學生電腦操作游離輻射虛擬實驗時其自陳之情緒與認知投入情況以及對學生操作游離輻射虛擬實驗時的實驗行為進行編碼分析，以找出可解釋學生於輻射影響生態相關科學概念理解之學習成效的顯著變項。
研究結果顯示（一）學生於輻射影響生態相關科學概念理解之學習成效有顯著進步，且其顯著變項為「前測總分」、「輻射劑量的改變次數」、「觀看巨觀變化次數」與「有控制變項實驗次數」。（二）根據過去文獻，學生能否控制實驗是很重要的實驗行為，故以實驗行為「有控制變項實驗次數」為依變項，其他實驗行為為解釋變項，找出可解釋學生實驗行為「有控制變項實驗次數」的顯著變項，結果顯示其顯著變項為「觀察所有環境物件」、「輻射劑量的改變次數」與「觀看巨觀變化次數」。（三）在進行本課程游離輻射虛擬實驗時學生自陳具備適當的情緒與認知投入，但情緒與認知投入不為解釋學生理解輻射影響生態相關科學概念之學習成效的顯著變項。

The main purpose of this study is to understand how learners promote their science concept through experiments to observe learners' experimental behavior and analyze it.
23 seventh grade students when they conducted inquiry using virtual experiments of radiation pollution. Data collected include students using virtual experiment behavior, pre-tests, post-tests that measured knowledge and explanation ability, and the emotional and cognitive engagement survey to identify significant variables that can explain the learning outcomes of students' understanding of the effects of radiation on ecology.
The results of this study as follows：(1) There is a significant improvement in the learning outcomes of students' understanding of the effects of radiation on ecology, and the significant variables are "the pre-tests score", "the number of changes in radiation dose", "the number of observed macroscopic changes" and "the number of experiments with control variables". (2) According to past literature, students conducted the experiment with controlled variables is a very important experimental behavior, so "the number of experiments with control variables" as the dependent variable, the other experimental behavior as the explain variables to identify significant variables that can explain the experimental behavior, "the number of experiments with control variables". The results show that the significant variables are "observation of all environmental objects", "the number of changes in radiation dose" and "the number of observed macroscopic changes". (3) Students had postive emotional and cognitive engagement during the virtual experiment activity, but emotional and cognitive engagement are not the significant explained variables of students' understanding of the effects of radiation on ecology.

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