本研究採準實驗研究法，以「校園氣象觀測」為主題，針對某國立高級中學3 班高一生， 分別進行結構式(43 人)、引導式(43 人)及開放式(41 人)3 種探究教學。經分析學生科學探究能力測驗、學習單、地球科學教室學習環境量表等資料，探討不同探究教學法對高一生探究能力與對學習環境觀感的影響。結果顯示：(1)於探究課程前後， 全體學生的整體科學探究能力沒有明顯進步，但在「提出問題與假說」上有明顯進步 ( t = 3.56, p <0.0001, E.S.=0.81)。(2)低探究能力學生於課程後的探究能力進步顯著多於中、高探究能力者。(3)結構式探究對學生的「提出問題與假說」能力最有幫助，也能增進低探究能力學生的「實驗與資料蒐集分析」能力。(4)引導式探究對中、低探究能力學生的「提出問題與假說」有所助益。(5)開放式探究能增進高探究能力學生的「計畫」能力。(6) 半數以上學生認為探究課程所營造的學習環境較符合他們的理想。建議科學教師應考量學生的探究能力，採行合適的探究式教學法以增進學習成效。

This study examines the influences of three inquiry-based instructions (structured inquiry, guided inquiry and open inquiry) on tenth graders' scientific inquiry abilities, including posing questions and hypothesis, planning, experimenting, collecting and analyzing data, and interpreting and concluding. The three inquiry-based instructions used in this study are based on the different amount of teacher guidance in a topic related to weather observation. The participants in this quasi-experimental research were three classes of tenth graders (43 students in structured inquiry, 43 students in guided inquiry, and 41 students in open inquiry) in Taipei County. Here are the results. (1) Students' overall scientific inquiry abilities had no significant difference before and after the inquiry-based lesson, but their performances were improved obviously in posing questions and hypothesis ( t = 3.56, p)<0.0001, E.S.= 0.81). (2) The low-inquiry-ability students made more significant improvement than the medium-inquiry-ability and high-inquiry-ability students in the overall inquiry ability after the inquiry-based lesson. (3) The structured-inquiry instruction was the most helpful to improve the ability in posing questions and hypothesis; especially, it helped the low-inquiry-ability students improve their abilities in experimenting, collecting and analyzing data. (4) The guided-inquiry instruction helped the low-inquiry-ability and medium-inquiry-ability students improve their ability in posing questions and hypothesis. Also, the guided-inquiry instruction improved the medium-inquiry-ability students’ ability in planning, and the low-inquiry-ability students’ ability in interpreting and concluding. (5) The open-inquiry instruction improved the high-inquiry-ability students’ ability in planning. (6) More than half of the students perceived the classroom learning environment closer to their expectation after the inquiry-based instructions. In present science classroom, most students have few chances to undertake student-centered inquiry. It is suggested that teachers adopt suitable methods of inquiry-based instruction in order to promote students’ inquiry abilities.