探究式學習的本質為建立在科學真實的實踐，並且探究的過程為符合科學的精神。學生在探究問題的過程中、產生策略、進行量測與資料收集、分析與討論並且詮釋結果。學生不單只是進行解決探究問題，更重要的是學習如何進行探究的過程。
在現今的教育環境中，充滿著許多真實的工具與具體的活動，然而學習者從國小至高中的學習過程，卻是越來越少接觸在直覺的感官與實體活動的學習情境中，導致學生在科學知識中動態系統(dynamic systems)所形成的知識，不能以直覺的感官瞭解，所以研究者致力開發結合真實環境與虛擬情境混合的工作臺(Mixed Reality Workbench-based Environment)，透過本系統，學生將可進行真實科學技能的應用並且在虛擬環境中探索。此外本研究系統設計原則為擴展學生在科學問題的情境中、設計共同一致的視覺界面、能夠具備情境黏著的科學溝通(science talk)和透過解決問題中學習到如何進行科學探究的過程。
本研究採用混合實境之概念，針對基礎物理運動學中的球體拋射運動而設計之情境，研究者將此運動系統中的變因分散設計為單一物件，如球體、速度和重力加速度等，學生可自由拿取物件、操作與模擬學生所欲觀察的球體拋射現象，並且經由量尺或其它工具進行量測、收集資料和回答問題。透過此活動研究者觀察發現學生在此混合實境之工作臺上，進行科學問題的協同探究，所展現出特殊的行為與學習上的意涵，並且在本研究中一一探論。

Inquiry-based learning can provide valuable opportunities for student to learn in science course. Inquiry activities are based on the notion that science learning should be authentic to science practice. Students formulate the scientific problems, generate the strategies, analyze data, and interpret the result. They not only deal with solving scientific questions, but also what is more important is learning how to inquiry the process.
This paper describes that to construct workbench-based environment (WBE) with Mixed- Reality and to improve cooperative exploration. Within the context of learning, students are designed to confront the unexpected events, and novel activities, that in turn facilitate them to reflect on their experience. Our system activities are that students to simulate projectile ball as real world movement. In the activities, they inquired and understood the relationship between the dynamic systems through the use of tools. Our research focused on how students carry on their learning in use of the WBE simulation within Mixed-Reality context and the improvement of the inquiry-based learning during the learning process.

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