本研究探討於國小階段自然與生活科技課程使用虛擬實驗的不同時機(活動一、活動二、活動三以及全部活動)，對國小六年級學生科學學習成就與科學概念理解的影響。
本研究共分四組實驗組，實驗組A（虛擬實驗→動手做實驗→動手做實驗）、實驗組B（動手做實驗→虛擬實驗→動手做實驗）、實驗組C（動手做實驗→動手做實驗→虛擬實驗）以及實驗組D（虛擬實驗→虛擬實驗→虛擬實驗）。參與的樣本來自一所桃園市都會區公立國小六年級四個班級的學生，共105人。研究工具包含電磁鐵成就測驗和電磁鐵二階診斷測驗。資料分析方法包含：敘述統計(descriptive statistics)、卡方檢定(chi-square)以及皮爾森積差相關(Pearson product-moment correlation coefficient)。
本研究的重要發現如下：
一、進入教材內容抽象程度較高的活動使用虛擬實驗能有助學生學習成就。
二、配合教學目標選擇動手做實驗或虛擬實驗學生能有助學習成就。
三、教材內容較抽象時使用虛擬實驗能有助學生達到正確科學概念理解。
四、自然科學成就測驗表現較佳的學生不一定具備正確的概念理解。

This major purpose of the study is to explore the impact of using virtual manipulatives at different timing in the implementation of science curriculums(activity one、activity two、activity three and all activity) on sixth grade elementary school students’ science achievement and conceptual understanding.
This study included four teaching strategies. Experimental group A (virtual manipulatives → physical manipulatives → physical manipulatives), experimental group B (physical manipulatives → virtual manipulatives → physical manipulatives), experimental group C (physical manipulatives → physical manipulatives → virtual manipulatives) and experimental group D (virtual manipulatives → virtual manipulatives → virtual manipulatives). Four sixth grade classes from Taoyuan city metropolitan area, a total of 105 participants. The instruments of this study include: the electromagnet achievement test and the electromagnet second-order diagnostic test. Data analysis methods include descriptive statistics, chi-square and Pearson product-moment correlation coefficients.
The major findings of this study are as follows:
1. The use of virtual manipulatives for the activities of higher abstraction can help students get better performance and achievement.
2. Corresponded with the teaching objectives, choosing physical manipulatives or virtual manipulatives can help students learn better and have great performance.
3. Students can easily achieve the correct conception of science as the materials with higher abstraction in virtual manipulatives.
4. Students many not have the correct understanding of the scientific concepts as their achievement test is good in science class.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 3
第四節 研究範圍與限制 3
第二章 文獻探討 4
第一節 動手做實驗與虛擬實驗的優勢 4
第二節 結合動手做及虛擬實驗融入教學的實徵研究 7
第三章 研究方法與設計 10
第一節 研究設計 11
第二節 研究流程 15
第三節 研究對象 18
第四節 研究工具 18
第五節 實驗教學教材內容 21
第六節 資料收集與分析 27
第四章 研究結果與討論 29
第一節 不同時機使用虛擬實驗融入教學對自然科學習成就的影響 29
第二節 不同時機使用虛擬實驗融入教學對自然科學習概念理解的影響 32
第三節 學習成就與概念理解的相關性 43
第五章 結論與建議 44
參考文獻 47
一、中文部份 47
二、英文部份 47
附錄 50
附錄一 教案設計 50
附錄二 電磁鐵二階式問卷 56
附錄三 電磁鐵成就測驗 59
附錄四 虛擬實驗軟體操作畫面 62

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