科學學習的目的在於增強學生探究自然現象及問題解決的能力。在中學生物課程的教育目標之一，即是使學生能善用生物學知識與方法，理解生物學相關內容進而反思，並進行理性評論、判斷及探索。提高學生的反思能力以及高層次思維，是現今重要的議題。但學生在知識建構與理解能力上仍有不足，面對困難科目或缺乏先備知識時，容易導致學生學習動機低落，造成其學習成效不彰。生物學習透過傳統的教學模式常過於抽象，學生不易想像其內容變化及應用於日常生活中。因此，本研究嘗試在生物課程中實施基於OISE學習策略（觀察Observation–辨識Identify–總結Summary–舉例與類比Example ＆ Analogy）的知識建構方法，利用環景影像虛擬實境（Spherical Videos-based Virtual Reality, SVVR）完成學習探索，並搭配圖像式思考輔助工具（Graphic Organizer, GO）及舉例與類比的學習策略，在不同階段做出整合。藉由OISE教學策略提升學生學習動機，引導其釐清學習內容與統整，並針對所學習的內容進行反思、類推，與生活應用聯結。為瞭解此策略之效果，本研究透過準實驗設計，針對新北市某國中七年級兩個班級之學生進行相關的教學活動，實驗過程分為實驗組與對照組，比較基於OISE圖像組織器的SVVR學習模式與一般圖像組織器的SVVR學習模式，對於學生在學習成就、學習動機、自我效能、批判性思維與反思能力的影響。研究結果顯示，實驗組學生使用OISE策略在學習成就、自我效能與反思能力表現上都有顯著提升，亦有助於整體學習表現改善。

One of the educational goals of the biology curriculum in secondary schools is to enable students to use their knowledge and methods of biology to reflect and make judgments. Enhancement of students' reflective skills and higher-level thinking is an important issue nowadays. However, students are still lacking in knowledge construction and comprehension, and traditional biology learning is often too abstract for students to learn and use in their daily lives. Therefore, this study attempts to implement the knowledge construction method based on the OISE learning strategy (Observation - Identification - Summary - Example & Analogy) in the biology course. This study uses Spherical Videos-based Virtual Reality (SVVR) to complete the learning exploration and integrates with Graphic Organizer (GO). Finally, the results are integrated at different stages using examples and analogical learning strategies. In this study, to understand the effect of this strategy, an experiment was conducted to investigate the effect of the deep analogical learning approach on students' biological learning performance and reflective learning using OISE knowledge constructs. To understand the effect of this strategy, a quasi-experimental design was used to conduct teaching activities for two 7th grade classes in a junior high school in New Taipei City. The experiment was divided into an experimental group and a control group to compare the effects of OISE-SVVR and General SVVR on students' learning achievement, motivation, self-efficacy, critical thinking, and reflective skills. The findings showed that the OISE-SVVR approach significantly enhanced the students' achievement.

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