傳統的教學方式著重教師講述，僵化的學習使多數學生在自然科的學習上感到困難。現今科學教育越來越重視以探究的學習方式培養科學素養，本研究是以學生為學習中心設計學習活動，在一般教室內利用電腦模擬科學實驗，讓學生以探究的方式學習自然科學。以國中二年級比熱、壓力、浮力三個單元為例，探討學生以探究方式學習科學的學習成效、學習歷程及科學學習概念改變情況。
比熱單元學習成效前後無顯著差異。學生課堂參與度高，且在探究活動結束後教師總結時學生多能理解，但在後測時卻未能展現能力。於壓力單元學習單增加相關概念類題討論，並修正上課流程降低學生認知負荷。壓力單元學習成效有顯著提升。浮力單元學習成效前後無顯著差異，可能原因為該單元的科學概念較為複雜，學生缺乏對應的先備知識而影響學習成效。
從學生學習單分析學習歷程，在比熱單元中多數學生缺乏探究式學習的經驗且對於科學模擬系統陌生，出現較多的數據資料蒐集錯誤。壓力單元中學生表現漸入佳境，探討科學問題時進行的探究步驟表現大致良好，且大多能得到正確結論。浮力單元在較簡易的科學概念探究中多數學生維持水準，但在較複雜的科學問題探究則因先備知識不足而影響實驗設計，致結論的表現較不理想。
在三次探究課程活動後，學生科學學習概念在考試面向有顯著提升，其他面向則無顯著差異。透過訪談了解，學生認為在課堂中習得的知識有助於應試作答，透過課程活動學習科學概念能幫助考試得分。
科學模擬融入中學科學學習課程需備有對應的事前準備，包含單元主題的挑選、模擬系統設計、課程規劃、硬體設備及完善的網路環境等，課堂中教師也需具備相對應的課堂管理能力以利科學模擬探究活動順利進行。

A conventional instructional method focuses on teachers presenting facts. The rigid learning method makes students feel difficult when learning natural sciences. Currently, scientific education has increasingly emphasized the importance of using an inquiry-based learning method to foster scientific literacy. This study used a student-centered method to design learning activities and employed computers to simulate scientific experiments in a classroom, enabling students to learn natural sciences by using an inquiry-based method. This study also used three course units (i.e., specific heat, pressure, and buoyancy) for second-year junior high school students as examples to explore students’ learning effectiveness and processes and their changes in scientific learning concepts when adopting the inquiry-based learning.
For the unit of specific heat, no significant difference in learning effectiveness was observed. Students actively participated in the class and understood the teacher’s conclusion at the end of an inquiry-based activity; however, the students did not present expected posttest results. For the unit of pressure, discussion about related concepts and topics was added to a learning sheet and learning procedures were modified to reduce students’ cognitive loads. The results showed that the learning effectiveness of the pressure unit significantly improved. Nevertheless, no significant difference in the learning effectiveness of the buoyancy unit was observed. This may be because the scientific concepts of this unit are complex and students did not have corresponding prior knowledge.
By analyzing students’ learning processes according to the learning sheet, in the unit of specific heat, most students lacked inquiry-based learning experience, were unfamiliar with the scientific simulation system, leading to numerous errors regarding data collection. In the pressure unit, students gradually improved their performance, particularly for the inquiry steps on scientific questions, and most students obtained a correct conclusion. For the buoyancy unit, most students’ performance was satisfactory regarding inquiry into simple scientific concepts; however, for inquiry into complex scientific questions, their experimental design was influenced because of insufficient prior knowledge; consequently, students did not present satisfactory performance on conclusions.
Following the three course units, students’ scientific learning concepts in the examination dimension significantly improved but no significant difference was observed in other dimensions. According to the interview results, students considered that knowledge acquired from classes helped them answer test questions and learning scientific concepts obtained through learning activities can help them score in a test.
Integration of scientific simulation into scientific learning courses for junior high school students requires preparations in advance including selection of topics for a course unit, design of a simulation system, course design, required hardware, and excellent internet connections. In addition, the teacher needs to have a class management ability to help smoothly undertake scientific simulation and inquiry activities.

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