本研究的目的在探討虛擬實驗對國中七年級學生在演化學習成就與概念理解的影響。
本研究採準實驗研究設計，參與的樣本為一所公立國中七年級四個班級的學生，共計85人。參與的四個班級分別隨機選派兩個班為實驗組 (虛擬實驗教學) 以及兩個班為對照組 (一般教學)。研究工具包括演化成就測驗及演化二階診斷測驗。資料分析採用描述統計 (Descriptive statistics)、獨立樣本單因子共變數分析 (one-way ANCOVA)、Pearson積差相關。
本研究重要發現如下：
一、虛擬實驗與一般教學對學生在演化學習成就沒有顯著差異。
二、虛擬實驗對學生在演化機制中「個體差異」的概念理解提升效果最好；而「演化原因」以及演化機制中「適者生存」的概念，在教學後仍存有較多的另有概念。
三、虛擬實驗與一般教學的學生在「演化」學習成就與概念理解的表現皆呈現顯著正相關，也就是說學生的學習成就越高，概念理解越好。

The purpose of this study was to investigate the effects of virtual manipulatives on 7th grade students’ science achievement and conceptual understanding of evolution.
A quasi - experimental design was employed in this study. The participants were 85 seventh grade students from four science classes in a junior high school. Of the four science classes, two were assigned to the experimental group (virtual manipulatives), and the other two were assigned to the control group. Two instruments, the Evolution Achievement Test and the Two-Tier Diagnostic Test were used to assess students’ achievement and conceptual understanding of evolution. Data were analyzed by using descriptive statistics, independent one-way ANCOVA, and Pearson product-moment correlation.
The major findings of this study are as follows:
1.There was no significant difference between the two groups in students’ science achievement.
2.The use of virtual manipulatives has been shown to increase students’ understanding of concepts in the “differences among individuals”. The results also reveal that many of the students have alternative conceptions about the “reasons of evolution” and "survival of the fittest" after the experimental instruction.
3.Students’ science achievement are positively correlated with their conceptual understanding of evolution in both experimental and control groups.

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