由於科技的進步與發展，電腦模擬在科學教育中的應用變得越發重要。本研究的目的為探討學生使用電腦模擬學習時的概念理解。我們亦分析學生在學習過程中的討論內容以及他們使用積木程式語言的模式。我們開發了一個融入積木程式語言的海陸風模擬，學生須在模擬中利用積木程式語言探測不同位置的氣壓以推斷風的方向。採用POE(預測-觀察-解釋)的學習策略了解學生使用科學模擬學習時的概念理解與概念改變。10位5年級至7年級的學生參與此一實驗且被分為5個組別。每一組別皆被分配到兩張學習單以及一台筆記型電腦以使用科學模擬系統並回答相關問題。研究結果指出，學習策略中的「預測」階段會對於學生的概念理解有直接的影響。而學生的討論內容分析指出，他們會在討論過程中分享知識、互相詢問問題、假設以及形成概念。學生使用積木程式語言模式的分析指出，其中一組的學生有興趣使用積木程式語言探索模擬中每一個區域的氣壓。然而，亦有結果指出使用積木程式語言對於部分學生而言是困難的(學生重複的探索同一區域)。最後，雖然有一些學生在實驗一開始無法成功地使用積木程式語言，但在實驗的最後皆能使用積木程式語言針對不同的區域進行氣壓探測。由此得知，使用科學模擬進行學習能夠提升學生的程式語言使用能力。;Computer simulations have become increasingly powerful and well developed due to the advanced technology. The aim of this study was to investigate students’ conceptual understanding with the POE (prediction-observation-explanation) strategy by using a scientific simulation. Furthermore, we also analyzed students’ discussions and blockly programming sequences during their manipulation. In this study, we developed a simulation with the topic of sea-land wind and integrate it with blockly library. A total of 10 students were recruited (from 5th to 7th graders) and they were divided to 5 groups. Two worksheets and one computer were given to each group. The results showed that POE strategy had a direct impact on students′ conceptual understanding in scientific concept while using simulation. The recorded discussions showed that students′ shared knowledge among peers, asked questions from each other, hypothesized, and formulated ideas together during the learning process. The result of blockly programming sequence indicated that one of the groups was interested in exploring all areas in the simulation. Some other groups performed probe several times in the same area. The result indicated that students had difficulty operating the blockly programming system. Students’ programming skills improved after learning with the simulation. Though there were groups did not understand how to write blockly programming in the beginning, they were able to observe the area with blockly programming in the end of the study.
