• 作者： 許瑛玿；廖桂菁
• 作者服務機構： 國立台灣師範大學地球科學系（所）；台中縣立光榮國中
• 中文摘要： 本研究以情境學習理論為基礎，融合情境教學之要素及網路學習環境之特色，發展一套地球科學網路輔助教材。研究設計採用準實驗研究法輔以半結構式晤談，並以台北市立二所高中二年級第一類組選修地球科學之學生為研究對象，有效樣本共110人。探討高二學生在本情境式網路輔助教學中概念學習成效與對此網路輔助教材之綜合意見。本研究除了在量的資料分析上採用t考驗（t-test）、卡方分析（χ2 analysis）及變異數（ANOVA）分析，並輔以質性分析，檢測學生在情境式網路輔助教學中之學習歷程及觀感。研究結果如下：(1)學生在本情境式網路輔助教學後，概念測驗得分幾乎達到顯著進步，顯示情境式網路輔助教學有助於學生增長地球科學相關知識；(2)經過網路輔助教學後，女生在概念上的表現顯著優於男生；(3)在情境式網路教材整體學習觀感方面，學生大多能認同本研究設計之情境式網路學習環境是有效且值得推廣的，且認為以生活為議題的情境，能提高學生在熟悉的情境脈絡中的學習動機及幫助其整合新舊知識。因此，本研究所開發之情境式網路輔助教材，不但在教學方式及學習內容上能為教師和學習者提供科技整合的多元化學習環境，亦可作為未來研發地球科學網路輔助相關教材之參考。
• 英文摘要： This article presents the development and evaluation of a web-based lesson that was developed to enhance situated learning. This research project employs a quasi-experimental method and semi-structured interviews to investigate the effects of web-based learning at the senior high school level. Three classes of second-year students at two senior high schools in Taipei were selected as the participants for this study. The total number of participants was 110 including 49 males and 61 females. The statistical results indicated that (a) student conceptual progress before and after the experiment almost reached the significant level (t = 1.98, p < 0.051), (b) there were significant differences between the conceptual progress of male and female students before and after the experiment (F = 11.48, p < 0.001), and that (c) most students had positive opinions about the web-based lesson. The qualitative data analysis indicated that some students thought that the web-based lesson provided daily-life situations that could promote their learning motivation and help them with knowledge integration. This study highlights the potential of using situated learning as a means to help students construct knowledge in a web-based learning environment.
• 中文關鍵字： 情境學習理論；超媒體；網路輔助教學；地球科學
• 英文關鍵字： Situated Learning, Hypermedia, Web-Aided Instruction, Earth Sciences