網路充斥許多分歧資訊，並非每個人都有能力分辨真偽。大學生未來將成為社會中堅分子，面臨網路上科學或醫藥爭議資訊，是否能具備判斷力？經過圖書資訊學養成訓練課程的大學生，相較於非圖書資訊學系背景者，其知識信念、檢索行為、解決問題的能力表現上是否有差異？本研究採取前實驗設計、訪談、問卷、觀察及檢索歷程記錄內容分析等方法，招募圖書資訊學系、文學院、理工學院各30位大學生擔任受試者，依指定任務檢索，分析其檢索行為。研究結果顯示圖書資訊學系學生於解決問題時，較重視資訊之權威性議題，網路資訊檢索策略較多元。圖書資訊學系與理工學院學生於檢索前後之知識信念變化大，比文學院學生具備高階知識的思維特質。理工學院學生之科學素養雖高於圖書資訊學系學生與文學院學生，然而，科學爭議問題之檢索得分並未顯著高於其他系學生。本研究結果可協助發展大學生的多元思考方式，以提升網路資訊素養。

Some people might be unaware of misinformation and unable to resolve conflicting information. Undergraduate students become the pillars of the society in the future. Do they have enough capability when confronted with conflicting scientific or medical information on the web? Do students majoring in library and information science (LIS) differ from non-LIS students in epistemological beliefs, search behavior, and problem-solving skills? Pre-experimental design, interviews, questionnaires, observation, and search log analysis were adopted in this study. From LIS, liberal arts, and science & engineering (S&T) students, we recruited 90 students. Participants were assigned the search task and their search behaviors were analyzed. The results showed that LIS students consider authority as a critical factor and show more diversified search strategies when solving problems on the web. Moreover, LIS and S&T students’ epistemological beliefs changed significantly from their pretest to posttest while liberal arts students did not. This indicated that LIS and S&T students possess higher-order knowledge and thinking disposition than liberal arts students. Although S&T students displayed higher scientific literacy than the LIS and liberal arts students, there was no significant difference in problem-solving capability and performance of search results among students with different background. This study is helpful for undergraduate students to develop their multiple reflections and web literacy skills.