探究式學習策略能培養學生主動學習的態度；然而，在參與探究活動的過程中，若學生主動探究及自主學習的能力不足，學習成效可能有限，尤其在需要將知識應用於真實環境問題的時候。由於多數的探究式學習活動設計，主要針對對學習任務的規劃及說明，而忽略在探究過程中如何引導學生設定個人學習目標及策略。在眾多的學習輔助模式中，自律機制正是一個能夠培養學生規劃個人學習目標及策略的有效方式；因此，本研究嘗試發展結合自律機制之探究式行動學習模式，並應用在台北市某國小自然課程的昆蟲單元，幫助學生在真實環境的探究學習活動中有更好的學習表現，採用準實驗設計於自然課程中，實驗組採用自律機制之探究行動學習模式；控制組採用一般探究式行動學習模式。本研究結果證實，結合自律機制之探究式行動學習活動，比一般探究式行動學習的教學方法，在學生的自然科學課程的學習成就、自律能力、自我效能與求助能力上具有顯著差異。未來建議可進行更長時間的研究，分析對於低自律學生的學習成效之影響。

Previous studies have revealed the effectiveness of inquiry-based learning in students’ active learning. However, students’ learning results might be limited if they do not have enough ability in active inquiry and learning, especially in the situation of applying knowledge in real environment. Most of the inquiry-based learning activity designs focused on the planning and explanation on learning tasks and neglected how to guide students to set personal learning goals and strategies. In many learning facility modes, self-regulation is an effective way to cultivate students to plan their personal learning goals and strategies. Therefore, an inquiry-based mobile learning mode with self-regulation mechanism was proposed to help students perform better in the inquiry-based learning activity in the real environment. A quasi-experimental design was adopted in a natural science course at an elementary school; the experimental group students used inquiry-based mobile learning mode with self-regulation mechanism; while the control group students learned with conventional inquiry-based mobile learning mode. Moreover, the both group of students’ performance on learning achievement, self-regulation ability, self-efficacy, and help seeking ability were evaluated. The experimental results of the study confirmed that self-regulation mechanism-based inquiry mobile learning approach could enhance students’ learning performance and higher order thinking, such as Self-regulated learning, self-efficacy, and help seeking. It is suggested that analyzes lower self-regulated abilities, can be explore in future long-term research.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.
Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O. & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12.
Boekaerts, M., & Corno, L. (2005) Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology:An Internation Review, 54(2), 199-231.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognation and culture of learning. Education Researcher, 18(1), 32-42.
Bruce, B. C., & Bishop, A. P.(2002). Using the web to support inquiry-based literacy development. Journal of Adolescent Literacy, 45(8), 209-221.
Bybee, R. F., ＆ Landes, N. M. (1988). The biological science curriculum study (BSCS). Science and Children, 25(8), 36-37.
Chang, C. Y., Sheu, J. P., & Chan, T. W. (2003). Concept and design of ad hoc and mobile classrooms. Journal of Computer Assisted Learning, 19(3), 336–346.
Cheng, K, H., & Tsai, C, C. (2011) An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy.The Internet and Higher Educaion, 14(3), 150-157.
Cheng, K. H. Liang, J. C., & Tsai, C, C. (2013b). University Sutdents’ online academic help seeking: The role of self-regulation anf information commitments. Internet and Higher Education, 16, 70-77.
Chiang, H. C., Yang, J. H., & Hwang, G. J. (2014) An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society 17(4), 352-365.
Chu, H. C., Hwang, G. J., Tsai, C. C. & Tseng, Judy C. R. (2010) A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education, 55(4) 1618-1627.
Corbeil, J. R., & Valdes-Corbeil, M. E. (2007). Are you ready for mobile learning? Educause Quarterly, 30(2), 51.
Dewey, J. (1963). Experience and education. New York:Collier Books.
DiBenedetto, M. K., & Bembenutty, H. (2013). Within the pipeline: self-regulated learning, self-efficacy, and socialization among college students in science courses. Learning and Individual Differences, 23, 218-224.

Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391-450.
Ferreira, P. C., Simao, A. M. V., & da Silva, A. L. (2015). Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks? Metacognition and Learning, 10(2), 199-230.
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7-26
Hong, J. C., Hwang, M. Y., Chen, Y. J., Lin, P. H., Huang, Y. Y., Cheng, H. Y., & Lee, C. C., (2013). Using the saliency-based model to design a digital archaeological game to motivate players’ intention to visit the digital archives of Taiwan’s natural science museum. Computers & Education, 66, 74-82.
Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effect of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
Hsu, C. K., Hwang, G. J., Chang, Y. T., & Chang, C. K. (2013). Effects of Video Caption Modes on English Listening Comprehension and Vocabulary Acquisition Using Handheld Devices. Educational Technology & Society, 16 (1), 403–414.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.

Hwang, G., & Tsai, C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal Of Educational Technology, 42(4), 65–70.
Hwang, G. J., Tsai, C. C. & Yang, Stephen J. H. (2008) Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology and Society, 11(2), 81-91.
Hwang, G. J., Yang, T. C., Tsai, C. C. & Yang, Stephen J. H.(2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Educaion, 53(2), 402-413.
Jambulingam, M. (2013). Behavioural intention to adopt mobile technology among tertiary students. World Applied Sciences Journal, 22(9), 1262-1271.
King, F. B., Harner, M., & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27 (2), 147-155.
Klopfer, E., Sheldon, J., Perry, J., & Chen, V.H.-H. (2012). Ubiquitous games for learning (UbiqGames): Weatherlings, a worked example. Journal of Computer Assisted Learning, 28 (5),465–476.
Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495-523.
Kukulska-Hulme, A., & Traxler, J.(Eds.).(2005). Mobile learning: A handbook for educators and trainers. London:Routledge.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100,126-140.
Lee, W.C., Chiu, Y.L., Liang, J.C., & Tsai, C.C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help-seeking. Computers in Human Behavior, 36, 391–400 .
Looi, C. K.(1998). Interactive learning environments for promoting inquiry learning, Journal Educational Technology Systems, 27(1), 3-22.F
Mellado, V., Borrachero, A. B., Brigido, M., Melo, L. V., Davila, M. A., Canada, F., ... Bermejo, M. L. (2014). Emotions in science teaching. Ensenanza De Las Ciencias, 32(3), 11-36.
Meluso, Angela, Zheng, Meixun, Spires, Hiller A., & Lester, James. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504.
Nelson-Le, G. (1981) Help seeking: An understudied problem-solving in children. Development Review, 1, 224–246
Novak, G. M., Patterson, N. G., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: blending active learning with web technology. Prentice Hall.
Pan, I. Y., & Wang, M. (2001). A study on the effects of the play-based elementary science teaching. Unpublished master’s thesis), Taiwan: Taipei Municipal University of Education.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). MI: National Center for Research to Improve Postsecondary Teaching and Learning. (ERIC Document Reproduction Service No. ED 338122)
Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The American Journal of Distance Education, 22 (2), 72-89.
Roehrig, G. H., & Fulie, A.L. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2007). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Sharples, M.(2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177–193.
Shieh, G., & Jan, S. L. (2015). Optimal sample size allocation for Welch's test in one-way heteroscedastic ANOVA. Behavior Research Methods, 47(2), 374-383.
Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16(2), 257-267.
Soloway, E., & Wallace, R. (1997). Does the internet support student inquiry? Don’t ask. Communications of the ACM, 40(5), 11-16.
Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: the role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53-74.

Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20, 87–110.
Wang, T, H. (2011a) Developing web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers & Education, 57 (2), 1801-1812.
Whitebread, D. (1997). Developing children’s problem-solving: the educational uses of the adventure games. Information technology and authentic learning. London: Routledge, 13-37.
Whitehead, A. N. (1929). The aims of education. New York:Macmillan.
Wong, L. H., & Chen, M. P., Tan, C.L., Liu, M., & Gong, C. (2010). Students’ meaning making in a mobile assisted Chinese idiom learning environment. In Proceedings of the 9th International Conference of the Learning Sciences 2010 (pp. 349-356). Chicago University of Illinois at Chicago.
Wu, H-K., & Hsieh, C. E. (2006). Developing sixth grader's inquiry skills to construct explanations in inquiry-based learning environments. International Journal of Science Education, 28 (11), 1289-1313.
Wu, W., Wu, Y. J., Chen, C., Kao, H., Lin, C., & Huang, S. (2012). Review of trends from mobile learning studies: A metaanalysis. Computers & Education, 59(2), 817-827.
Zimmerman, B. J. (1995). Self-efficacy and educational development. Self-efficacy in changing societies, 202-231.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), pp. 166-183.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.