传统的科学教育通过向学生灌输科学经验知识来帮助他们进行科学学习。这种类似于“填鸭式”的学习方式虽然能够更加快捷的使学生了解科学原理，帮助学生解释科学现象，但却抑制了他们对于科学学习的主动性和兴趣，不利于学生在科学学习上的可持续发展。而探究式科学学习因为其可操作性更强、互动性更高的特点而受广大师生的喜爱。探究式科学学习对操作环境的依赖性较强，所以大部分科学探究题目往往采用计算机交互的方式呈现。基于计算机的科学探究题目不仅能够模拟探究环境，而且还能够将学生的具体行为转化为日志数据记录下来，有助于我们了解学生的具体探究过程。
      对于日志数据的分析，国内外学者进行了大量研究，研究方法也多种多样。但是聚焦于中国学生科学探究过程的研究较少。因此本研究使用了432名中国苏州学生的数据，对他们的科学探究过程进行了具体分析。研究主要分为两个阶段：第一阶段，通过潜在类别分析，将学生在Item 1上分为了四个类别：“低探索-高策略”组、“低探索-低策略”组、“中探索-中策略”组、“高探索-中策略”组；将学生在Item 2上也分为了四个类别：“高探索-高策略”组、“中探索-中策略-低效率”组、“中探索-中策略-高效率”组、“低探索-低策略”组。第二阶段，从学生的背景问卷提取了背景变量（性别、科学探究自我效能感、科学学科自我效能感）作为观测变量，分别对Item 1的四个类别和Item 2的四个类别进行了logistic多项回归。最终发现，性别和科学探究自我效能感对于区分各类别学生具有显著效应，而科学学科自我效能感对于区分各类别学生没有显著效应。
      最后，本研究对各类别学生在科学探究过程中的具体表现进行了讨论。通过讨论发现：中国学生的“协调理论与证据”的技能有待加强；当学生在科学探究中的目标不明确时，会表现出较高的探索行为；在探究过程中保持判断似乎更加高效等。

Traditional science education helps students learn science by instilling scientific experience knowledge into them. This kind of "cramming" learning method can help students understand scientific principles and explain scientific phenomena more quickly, but it inhibits their initiative and interest in scientific learning, which is not conducive to the sustainable development of students' scientific learning. And inquiry-based scientific learning is loved by teachers and students because of its stronger operability and higher interaction. Inquiry-based scientific learning is highly dependent on the operating environment, so most scientific inquiry topics are often presented by computer interaction. Computer-based scientific inquiry topics can not only simulate the inquiry environment, but also turn students' specific behaviors into log data to record, which helps us to understand students' specific inquiry process.

For the analysis of log data, domestic and foreign scholars have done a lot of research, and there are various research methods. However, there are few studies focusing on the scientific inquiry process of Chinese students. Therefore, this study uses the data of 432 students in Suzhou, China, and makes a concrete analysis of their scientific inquiry process. The research is mainly divided into two stages: the first stage, through the latent class analysis, students are divided into four categories on Item1: low exploration-high strategy group, low exploration-low strategy group, middle exploration-middle strategy group and high exploration-middle strategy group; Students are also divided into four categories on Item 2: high exploration-high strategy group, medium exploration-medium strategy-low efficiency group, medium exploration-medium strategy-high efficiency group and low exploration-low strategy group. In the second stage, background variables (gender, scientific inquiry self-efficacy and scientific discipline self-efficacy) were extracted from students' background questionnaires as observation variables, and logistic stepwise regression was carried out for four categories of Item 1 and four categories of Item 2, respectively. In the end, it is found that gender and scientific inquiry self-efficacy have significant effects on distinguishing different types of students, while scientific discipline self-efficacy has no significant effect on distinguishing different types of students.

Finally, this study discusses the specific performance of various types of students in the process of scientific inquiry. Through discussion, it is found that Chinese students' skills of "coordinating theory with evidence" need to be strengthened; When students' goals are not clear, they will show high exploratory behavior; And it seems more efficient to keep judgment in the process of inquiry.