本研究以氣候變遷的機制與相關之因素為主題，探討融入科學解釋的線上課程對成年人的氣候變遷概念理解、心智模式和與對氣候變遷態度的影響，以及學習者對氣候變遷態度、持有概念多寡與科學解釋品質之關聯。本研究以90名成年人為對象，先進行氣候變遷概念課程後進行氣候變遷為主題的科學解釋課程，並在任務前、後以線上問卷進行氣候變遷概念理解測驗與氣候變遷態度問卷。研究方法以溫室效應概念與態度之前、後測分別進行成對樣本t檢定，以探討氣候變遷課程對學習者的氣候變遷概念理解以及對相關議題態度的影響。其次以PLS-SEM (Partial least squares structural equation modeling)分析學習者對氣候變遷態度、先備概念、概念學習成效與科學解釋品質之間的關聯。
研究結果發現接受氣候變遷線上課程後，學習者在概念理解表現各構面和總分均有顯著提升。氣候變遷態度方面，相信氣候變遷正在發生、對氣候變遷議題感到擔憂和認為氣候變遷議題非常重要等構面有顯著提升。後測的心智模式分析結果顯示，高階與中階心智模式比例較高，且有大幅度的進步。PLS-SEM分析結果則指出先備概念是科學解釋以及概念後測的主要解釋因素之一，但科學解釋品質與概念後測表現並無關聯。態度前測則會影響態度後測，然而於教學前、後概念與態度並無關聯，且科學解釋品質對態度沒有解釋力。

This study examines the effects of a digital module that incorporates a scientific explanation unit on adults' understanding of climate change and attitudes toward climate change. The relationships among understanding of climate change, attitudes toward climate change, and the quality of scientific explanations are explored as well. Ninety adults participated in this study. They received a unit on the Greenhouse effect, followed by a scientific explanation unit in which the participants generated their own explanations. Two online surveys were administered before and after the module to assess their knowledge gain and attitude shift on climate change. Partial least squares structural equation modeling was used to explore the associations among participants’ understanding of climate change, attitudes toward climate change, and the quality of scientific explanations.
The results of this study revealed that after receiving the digital module on climate change, the participants have demonstrated a significant gain on all aspects of the knowledge survey. Significant attitude shift was observed on attitude toward climate change, including believing that climate change is happening, feeling worried about climate change issues, and considering climate change issues as very important. Analysis of the mental models also revealed a high proportion on high and moderate quality level of mental models at the posttest. Results of the PLS-SEM analysis indicates that knowledge pretest is a significant predictor for both quality of scientific explanation and the knowledge posttest, but the quality of the scientific explanation did not relate to the knowledge posttest. The attitude pretest significantly predicts the attitude posttest; however, no significant relationships were found among the pre- and post-knowledge tests and the pre- and post-attitudes surveys, as well as between the quality of scientific explanations and the pre- and post-attitudes.

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