本研究旨在探討以實驗的目標設定與計畫對高中生「探究表現」、「學習成就」及「對科學的態度」的影響。採用實驗研究法，以新北市偏鄉地區71名高級中學學生為樣本，透過數位測量儀器(MBL)結合自我調整學習(SRL)的循環，進行科學探究實驗。實驗組有35人，學習單有引導作目標設定與計畫；控制組為36人，學習單無目標設定與計畫。資料來源主要透過「波以耳學習單」、「波以耳定律成就測驗」以及「對科學的態度量表」，來瞭解整體學生以及男女生之間，在教學前後對其學習成就及態度是否有所改變。分析的結果有以下結論：實驗組中大部分的學生在選擇器材及決定取數據量的問題上，較缺乏思考實質科學上的意義，可能需要有更多的鷹架輔助。科學探究表現的結果顯示，無論有沒有目標設定和計畫，學生在後來的探究活動中的表現皆無明顯差異。所有學生在學習成就前後測的成績，均有顯著的進步。加入性別後，四組之間的比較，實驗組的男生顯著優於實驗組的女生，其他組之間則無顯著差異。在前測「對科學的態度」，四組沒有顯著，而後測的態度，男生顯著比女生高。進行事後比較的結果，實驗組的男生顯著高於實驗組和控制組的女生。女生在態度量表中的「對科學的享受與自我概念」分量表與態度問卷總分，實驗後顯著退步。綜上所述，推論男生在目標設定和計畫的探究活動中較正向，而女生相對較負向。目標設定和計畫的探究活動對男生是有所幫助的，然而，從態度分數及測驗分數的結果，對女生卻可能造成過多的認知負荷。因此推測，在探究性活動中，或許男生較女生更適合目標設定與計劃的引導。本研究認為以科學探究的方式，引導學生進行科學學習，結合MBL的設計及SRL的循環，可以提升低成就學生的科學學習，對男學生的效果尤其顯著。

This study aimed to explore the influence of experimental goal setting and planning on students’ inquiry learning by combining a microcomputer-based laboratory (MBL) and self-regulated learning (SRL). A 2 (male and female) x 2 (experiment group and control group) factorial design was adopted and the data were collected from 71 low achievement senior high school students at a remote public high school in New Taipei City. There were 35 students for the experiment group and 36 students for the control group. Data included the Boyle’s learning sheet, the Boyle’s Law Performance Test, and Attitudes toward Science Scale. The results were concluded as follows: Most of the students in the experiment group lacked the ability to plan for the experiment materials and the amount of data they should collect. All students had significant progress from pre- to post- Boyle’s Law Performance Test. Furthermore, the performance of the male students in the experiment group on post-test was greater than that of female students in the control group. For the attitudes toward science, male students’ scores on the post-test were higher than those of female students. Moreover, female students’ enjoyment toward science and attitudes toward science had significantly decreased. As a result, it is suggested that male students were more positive with goal setting and planning in the inquiry activity, whereas female were more negative. Thus, it is inferred that the activity brings excessive cognitive load for female students. The influence of learning styles on their performance needs further investigation. This study suggests that the inquiry learning combined with the MBL and the SRL cycle can promote the performance of the low achievers in science, especially for male students.

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