情境解謎遊戲於國中生科學態度與本質之培養：以板塊構造學說發展歷程為例

Fostering Scientific Attitudes and Understanding of the Nature of Science in Junior High School through a Situated-Based Puzzle Game: The Case of Plate Tectonics in Geologic History

本研究旨在發展一套基於板塊構造學說發展史的情境解謎遊戲「陸海起緣」，並評估遊戲是否能提升參與者的科學態度與本質。遊戲透過故事情境、互動解謎及多線性的關卡設計，模擬科學研究的歷程與挑戰，並引導學生理解科學知識的演變。遊戲實施過程為一小時，包含遊戲操作說明、遊戲遊玩、遊戲過程回顧。研究以42位國中生作為受測者，透過前後測評估學生在科學態度與本質的表現差異，以及遊戲體驗後的回饋問卷，了解遊戲對學生的影響。研究結果顯示，學生的科學態度有顯著提升，對科學本質認識觀的提升有限，但能舉出實際例子來闡述科學本質；遊戲方面則普遍獲得良好評價，認為解謎過程能有效幫助學習。本研究提供了情境解謎遊戲做為科學史學習媒材的可能性，也建議在遊戲故事或解謎過程，明示該情境所含有的科學本質，並讓學習者重複應用科學思維與方法、體認科學本質。

This study developed a situated-based puzzle game, The Origins of Land and Sea, centered on the historical development of plate tectonics, to enhance junior high school students’ scientific attitudes and understanding of the nature of science (NOS). The game integrates narrative storytelling, interactive puzzles, and multi-linear level design to simulate scientific inquiry and the evolution of scientific knowledge. Forty-two students participated in a two-hour session including gameplay, instructions, and reflection. Pre- and post-tests showed significant gains in scientific attitudes and modest improvements in NOS understanding, with students able to cite concrete examples. Feedback indicated high engagement and perceived learning benefits. Findings suggest scenario-based puzzle games are a promising tool for promoting science learning and understanding NOS through historical contexts.