本研究主要探討學生使用VR教學輔具進行探究式教學對探究能力與設計思考表現的影響。本研究採準實驗研究法，使用不等組前後測的實驗設計。實驗對象為台北市某國中七年級學生，隨機分配為實驗組與控制組之後進行教學實驗，教學單元為避障自走車設計製作，在控制組使用一般的探究式教學，在實驗組採用探究式教學搭配VR教學輔具。在探究能力方面，前測與後測都採用探究能力自評量表；在設計思考表現方面，前測採用學生上學期生活科技總成績，後測採用避障自走車的作品表現成績。資料處理與分析方面，將所有資料轉化為量化資料後，利用SPSS 20 for Windows進行獨立樣本單因子共變數分析，根據文獻與量化分析來闡明結果。
研究結論如下：1.使用VR教學輔具進行探究式教學對於學生的探究能力沒有顯著影響。2.使用VR教學輔具進行探究式教學對於學生設計思考流程中的「了解問題」、「提出觀點」、「產生點子」、「測試」有正向顯著的影響。3.使用VR教學輔具進行探究式教學對於學生設計思考流程中的「觀察」、「建模」沒有顯著影響。4.使用VR教學輔具進行探究式教學對於學生的設計思考表現有正向顯著的影響。最後，本研究依據研究結果，針對使用VR教學輔具搭配探究式教學法進行教學與後續相關研究，提出相關建議。

The purpose of this study was to investigate of virtual reality inquiry teaching on the inquiry skills and design thinking performance in junior high school. A non-equivalent pretest-posttest quasi-experimental design was used in this research. The objects were six high school freshman classes selected from a city junior high school and randomly assigned to the experimental group and the control group. This research was conducted with avoidance car as a teaching content. The group was taught by inquiry teaching with virtual reality teaching aids, while the control group was taught using the traditional (usual) way. Participant student’s inquiry skills performances before and after the experiment were evaluated. Comparing student’s semester grade in last term with after experiment were evaluated to measure the learner’s design thinking development. The one-way ANCOVA were performed in this research by SPSS 20 for Windows.
Those main results of this research were: 1.The inquiry teaching with virtual reality teaching aids had no significant effect on student’s inquiry abilities. 2.The inquiry teaching with virtual reality teaching aids had a positive effect on student’s thinking process “understanding”, “point of view”, “ideation”, “testing”. 3. The inquiry teaching with virtual reality teaching aids had no significant effect on student’s “observing”, “prototyping”abilities. 4.The inquiry teaching with virtual reality teaching aids imposed a positive effect on student’s design thinking abilities. Finally, recommendations and suggestions were addressed for implementation of using inquiry teaching with virtual reality teaching aids and future studies based on results of this research.

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