本研究旨在探討師院生在天文館以問題導向的探究方式，進行分組合作學習的成效。研究係針對研究者所任教之自然科學概論（物理）的一班學生為對象，並以所設計的學習單作為研究工具。學習單的設計原則為：(1)充分運用天文館的展示資源，並與研究者所教授的課程相連結；(2)將天文館展示內容中所隱藏的數學，應用在學習單的問題上；(3)包含動手操作的遊戲式或趣味性實驗活動；(4) 強調創造性的思考智能；(5)著重情意態度的啟發。在學習活動中，研究者擔任引導者與輔助學習者的角色，而學生則依事先的分組進行小組的合作學習。整個實施的過程相當順暢，學生頗認同採用學習單和小組合作的學習方式，學習的成效也普遍良好，而其中尤以情意學習的效果最為顯著。由本研究之結果顯示，學生在天文館學習，可以培養和提昇其科學素養的不同向度，又可啟發和促進情意態度的學習與成長；因此，將天文館教學融入自然科學概論（物理）的課程之中應是合宜的。如此，一方面可提供學生多元化的學習環境，另一方面又可培養職前教師博物館教學的知能，有利於他們未來在國小服務時，能規畫和引導小朋友在博物館的學習。

This study focused on the learning efficacy by using the strategies of problem-directed inquiry and group collaboration for teachers college students at an astronomical museum. The researcher took students in his physics class as research subjects and used learning sheets designed by himself as the research instrument. The design of learning sheets was based on the following principles: (1) the researcher would take the full advantage of the resources at an astronomical museum and those display objects picked out to be learned would be highly connected to the materials taught in the researcher’s class; (2) hidden mathematics would be applied to the problems; (3) interesting games or experiments would be included; (4) creative thinking intelligence would be stressed; (5) affective learning would be emphasized. During the course of students’ learning, the researcher played the role as a guider. The whole process went very smoothly, and the results turned out to be quite satisfactory, especially in affective learning. These results showed that learning at the astronomical museum could cultivate students’ scientific literacy and promote their affective growth. Therefore, it is appropriate to incorporate the learning at an astronomical museum to the science curriculum of the teachers college. Thus, on the one hand, students can learn in a multiple environment; on the other hand, they can learn more about how to teach at a science museum, which would be useful for them to guide children to learn at a science museum in the future.