本研究旨在探討不同自然科學能力的學童，在接受不同概念構圖策略教學後，其線上資料搜尋能力及知識結構表現的差異。研究對象為63 名國小六年級學童，透過4（不同概念圖策略教學）× 3 （自然科學能力）二因子不等組後測實驗設計，進行分組教學及資料分析。實驗組除進行教材閱讀外，分別接受概念填空、命題填空及概念構圖繪製等不同概念構圖策略，而控制組僅進行教材閱讀教學。研究結果發現，在資料選取能力方面，不同概念構圖策略對於中、低能力學童有不同程度的影響。另外，在知識結構方面，概念填空策略最能增益中能力學童的知識結構；而對低能力學童而言，概念填空策略也優於命題填空策略。

This paper explores the ways to deploy concept map-oriented tutoring strategies to enhance children’s web-searching strategy, improving their web-searching capability and further control information flow. A posttest was conducted on nonequivalent-groups with a 4 (concept map strategies) × 3 (natural science capability) factorial design. Sixty-three students participated in this experiment, and two independent variables were taken into consideration; that is, three different levels of knowledge and four concept map strategies. In addition to reading assignments, the experimental groups had to learn different concept map strategies, respectively. The control group, on the contrary, only was required to adopt a reading strategy. Significant differences was found for the intermediate-and low-level students by using different concept map strategies. In terms of knowledge structures PFC index, it was found that, the “fill-in-concepts” strategy was more helpful to the intermediate-level students than other strategies. For the low-level students, using the “fill-in-concept” strategy achieved better performance than using the “fill-in-relationship” strategy.