本研究的目的在探討以PDEODE教學策略結合ARCS動機模式所設計的乾冰為主題之科學實驗教學，對學生學習科學的學習成就、學生對乾冰迷思概念之改變，以及學生在進行學習任務時的情意對學習成就之影響。研究設計採用量化方式為主，質性資料為輔，研究對象為初中一年級學生，分為實施PDEODE結合ARCS實驗教學的實驗組47位與實施傳統實驗教學的對照組41位。所有受試者皆接受乾冰概念前後測，唯實驗組有進行化學實驗課興趣量表作答。本研究的資料來源有乾冰概念前後測、PDEODE上課學習單、化學實驗課興趣量表、抽樣晤談轉錄資料等。資料量化分析採用ANCOVA與ANOVA分析。本研究結果發現：1.實施PDEODE結合ARCS實驗教學的實驗組之學習成就顯著優於實施傳統實驗教學的對照組。2.對PDEODE結合ARCS教學活動持高情意的學生其學習成就最優秀。3.ARCS元素與課程設計的結合形式對學生學習概念會有所影響。本研究依研究結果對實施PDEODE實驗課堂提出相關建議：1.預測活動之實驗避免較複雜的概念，以免學生無法負荷而胡亂猜測失去了預測的意義。2.實驗的篩選盡可能學生親手操作，實驗呈現次序也需由淺入深。3.小組討論時間應較為寬裕，讓學生有充分的時間協調概念上的衝突。4.學生進行學習任務時，教師需不斷地巡視各組情況，並適時鼓勵學生發言與引導活動的進行。綜合以上建議，研究者希望在未來學校能發展適合初中科學的PDEODE實驗教學課程，讓學生在初中就能建立良好的科學基礎。

The purpose of this study is to explore the dry-ice-themed Scientific Experiment Teaching, which is a combination of PDEODE teaching strategy and ARCS Model of motivational design. This instruction has impacts on students’ achievement while learning science, students’ misconception of dry ice and students’ emotional quality while conducting learning tasks. The mixed method study is conducted using quantitative method and qualitative data. The subject of the study is high school freshmen, in whom they are divided into two groups: 47 students were implemented in the PDEODE strategy and ARCS model experimental group; whereas 41 students were implemented in conventional teaching control group. All subjects were given Dry Ice Concept pre-and post-test, while only the experimental group were given the Chemistry Experiment Interest Inventory. The data sources of this study were Dry Ice Concept pre- and post-test, PDEODE learning sheets, measures on the Chemistry Experiment Interest Inventory and transcribed interviews. Quantitative data was analysed using ANCOVA and ANOVA. The results of the study indicate that (a)The achievement of students in the experimental group is higher than those students in the traditional teaching group. (b)The students in the experimental group tend to be more positive in emotional quality while conducting learning tasks, and they have higher learning achievements. (c)The combined form of ARCS model and course design structure will bring effect on students' learning concept. Some suggestions are made according to the results of study: (a)Avoid giving more complex concepts to students for them to predict during activities, so the students will not lost interest while making guesses recklessly. (b)Make sure the students are assigned with hands-on experiments that are arranged accordingly based on difficulties. (c)Schedule adequate time for students’ group discussion so they have sufficient time to avoid conceptual conflict among members. (d)Educators shall constantly patrol the groups when students are given learning tasks. Encourage the students to verbally express and lead the activities more frequently. Based on given suggestions, the researchers hope that ARCS-PDEODE instruction can be well-developed for the students in high school junior year so that they can have better fundamental knowledge in science through the learning strategy.

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