學童階段推動閱讀教育非常重要，過去不乏對於閱讀動機與閱讀興趣之調查研究，但對於新興之數位閱讀實證性研究瞭解有限，有鑑於數位媒體將逐漸成為閱讀的新趨勢，本研究旨在探討GS-based 合作學習活動運用在國小閱讀教學的可行性，將學生的閱讀合作學習及教師的教學策略串連，研究採用準實驗研究法，以金門縣二所國小四年級各一班的學生，分成實驗組與控制組，實驗組進行「運用GS軟體結合電子繪本的合作學習教學活動」，而控制組進行「電腦教室環境不分組的大班電子繪本教學活動」，經過實驗處理後，接受「自編閱讀理解測驗」，以比較學生在閱讀理解成效的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以研究者觀察、錄影及訪談作為質性資料討論，最後，根據研究結果提出具體建議，以提供未來研究與教師在運用電腦輔助合作學習融入閱讀教學時之參考。 研究發現如下： 一、GS-based電腦輔助合作學習活動的閱讀教學模式，學生在閱讀理解成效方面，優於不分組大班學生獨立學習的電子繪本閱讀教學模式。 二、GS-based電腦輔助合作學習活動的閱讀教學，有利於幫助學生在推論分析及詮釋整合層次的閱讀理解，尤其是詮釋整合的理解歷程上，閱讀理解成效最為顯著。 三、無論是高成就組、中成就組或低成就組，實驗組不同成就組別之學生的閱讀理解成效皆優於控制組，尤以中成就組之學生，閱讀理解成效最為顯著。 四、透過GS-based合作學習活動，有助於小組集思廣益。積極參與型的小組運作，小組後測平均成績比主領導強勢型、無領導零碎型的小組運作方式成績高。 五、學生對GS結合電子繪本合作學習活動的新穎學習模式，持正向肯定的態度，同時認為可提高閱讀的興趣。 / The purpose of research is to discuss the practicability of applying GS- based collaborative learning project to reading instruction of primary school, which is to connect the reading collaborative learning with teachers’ teaching strategy. The research uses Quasi-experimental method by separating classes of students from two primary schools in Kinmen County as an experimental group and a control group. Experimental group implements the collaborative learning project by applying GS software to connect with electronic books and control group practices the ungrouped electronic books learning project in the computer classroom. After experimenting, to know the students’ reading comprehensive effectiveness, the students accepted the self-prepared comprehension tests and to use questionnaire survey to know how the students of experimental group think about the learning project. Moreover, serving as the researchers to observe, make the video record and interview as the qualitative for discussions ; finally, to address specific suggestions according to research result so as to provide the reference for future researches and teachers when they collaboratively apply computer to reading instruction. The research findings are as followings: （1）The reading instruction of applying GS based computer to collaborative learning project, the students’ reading comprehensive effectiveness is better than students who independently learn with the electronic books reading ins- truction in the big ungrouped class. （2）The reading instruction of applying GS-based computer to collaborative learning project is helpful for students’ reading comprehension on the parts of inferential analysis and interpretation of integrating levels; especially in the interpretation of integrating comprehensive process, the reading comprehend- sion is the most significant. （3）No matter for high achievement group, middle achievement group or low achievement group, the different experimental groups of students’ reading comprehension are better than control groups; especially the middle achieve- ment groups. Their reading comprehensive effectiveness is the best. （4）GS-based collaborative learning project is helpful for group thinking. The operation of group is positive and active. Their test results are better than con- trol group and non-leader fragmented group. （5）The students are positive about GS connecting electronic books with collaborative learning project and they also think which can enhance their inte- rest to reading.

本研究旨在觀察了解利用電子白板融入英文教學，輔以學習者為中心的教學理念讓國中九年級的學生利用合作學習的機會來完成演示任務的過程。本研究方法採質性研究，採用兩班共選四組十六名九年級學生做為觀察對象，利用課堂觀察，訪談，及教師反思日誌，著重在觀察老師、學生與電子白板三者之間的互動過程，學生學習態度以及老師對於自己教學方式的省思。 經由本研究發現學生能接受新的電子白板教學方式，電子白板的多媒體教材能吸引較低成就學生的學習興趣，進而增加其跟電子白板互動的意願。學生剛開始不能適應學習者為中心的教學法，在團隊合作方面通常都以組長為中心擔負過多工作，有責任分配不均的問題。部分學生只被動地接受組長分派工作，甚至有學生完全沒有參與。進一步分析後發現學生因缺乏相關合作經驗、指導與長期競爭的升學壓力下，在過程中對於此計畫有諸多抱怨，認為本計畫壓縮他們學習時間進而影響之後的升學考試；但是在經過幾次成功完成演示任務後，學生開始產生信心而改變對此教學法的態度。因此雖然電子白板有其缺點，但學生仍對於電子白板融入教學活動保持正面態度。 以研究者同時為教學者的角度而言，有了電子白板教師能方便提供貼近生活的補充教材，設計文法互動遊戲，刺激學生學習意願。然而電子白板也有其缺點，包括尺寸限制、反光、燈光昏暗導致學生上課精神不佳等問題。更重要的是，實施學習者為中心的電子白板教學為身為教師的一大挑戰，教師要轉換身分為學生學習的輔助者、適應並開發電子白板的教學軟體、承受學生們質疑此項計畫的聲音並且在不拖累教學進度下實行本研究，這些在在都成為教師的壓力來源。然而在看到學生的進步及態度的轉變，再加上觀察者的鼓勵及其對於電子白板的教學也產生興趣後，教師也發現電子白板所帶來的改變及其效益而有所改觀。透過本研究同時也發現教師需要更多的資源與協助來完成電子白板的教學。最後，研究者提出相關的建議以作為未來電子白板教學研究的參考。 / The purpose of the study was to investigate the process of utilizing the Interactive Whiteboard (IWB) and the learner-centered instruction and having four groups of sixteen 9th graders, who belonged to two classes, cooperated to accomplish presentation tasks. Grounded in qualitative inquiry, the study used classroom observation, group interviews, and the teacher’s log as the data for analysis. Focusing on the process of interaction between the students and the IWB, the students’ attitudes, and the teachers’ own reflections after implementing the IWB plan. It was found that the students accepted the new IWB instructional plan because of its multimedia teaching material, which facilitated some low achievers’ interests making them willing to interact with the IWB. As for the students’ performances, the researcher found that the students were not used to the learner-centered instruction. The group leaders were usually responsible for the majority of works and caused an unfair share of works among group members. Some students stayed passive and only received the work from their group leaders, and some did not involve in the group activities and presentations at all. After further investigation, it was found that the students were lack of experience and teacher’s guidance. Furthermore, they were long under the competitive educational culture. They thought that doing such cooperative tasks would take up their study time and further affect the effort they make for the high school entrance examination, so they had a lot of complaints during the plan. However, after several times of accomplishing the presentation tasks together, the students started to gain confidence and change their attitudes. Although there were some drawbacks, the students eventually held positive attitudes toward the IWB instructional plan. From the teacher/researcher’s point of view, with the IWB, the teacher could also provide the students with some authentic materials and design some grammar games for the students to learn. However, there were still some disadvantages of the tool, including size limitation, sun reflection, and the dark light which made the students feel sleepy. Most importantly, it was a great challenge for the teacher/researcher to implement the plan. The teacher had to first change her role from a dominator to a facilitator, adjust the program and develop some games from the IWB, implement the plan under the pressure of the students’ complaints while following the school-required teaching schedule in the meantime. Seeing the progress of the students’ performances and their change of attitudes, together with the encouragement of two observers and the other English teachers’ interests in the plan, the teacher/researcher changed her attitudes toward the plan as well. The results of the study suggest that more resources and supports are needed for teachers to achieve the IWB plan. Finally, other suggestions for the IWB instructional plan are provided for further studies.

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.

本研究旨在探討基於基因演算法(genetic algorithm)在同時考量先備知識水平及學習角色異質互補，以及社會互動關係同質因素下，發展之最佳化問題導向網路合作學習分組策略，是否有助於提升問題導向網路合作學習之學習成效、互動關係、團體效能與團體凝聚力。 本研究採用準實驗研究法，以新北市某國小六年級三個不同班級合計83名學生為研究對象，並將三個班級學生隨機分派為採用基因演算法最佳化分組策略的實驗組，以及分別採用隨機分組及學生自行選擇分組策略的控制組一與控制組二，三組學習者皆在問題導向學習系統（Problem-based learning system,簡稱PBL）上進行不同分組策略之問題導向網路合作學習活動。藉由學習成效與團體效能與團體凝聚力評量，以及分析三組學習者在問題導向學習系統上的學習歷程與互動關係，最後再輔以半結構式訪談，以驗證三種不同分組策略在學習成效、互動關係、團體效能與團體凝聚力上的差異。 結果顯示本研究所提出之最佳化問題導向網路合作學習分組策略具有提升學習成效之效益；本研究所提出之最佳化分組策略對於促進問題導向網路合作學習之同儕互動具有正面效益；採用不同問題導向網路合作學習分組策略組別學習者在團體效能與團體凝聚力上具有顯著差異；採用最佳化分組策略組別學習者在問題導向網路合作學習的滿意度接近同意的水準。 / This study aims to explore whether the optimized group formation scheme based on genetic algorithm helps students enhance learning performance, interaction, collective efficacy, and group cohesion in collaborative problem-based learning environment. Factors associated with heterogeneous complementation of students’ prior knowledge levels and learning roles and the homogeneity of social interaction relationship were simultaneously considered in the genetic algorithm-based optimized group formation scheme. In this paper, a quasi-experimental research method is employed to assess the effects of three different group formation schemes on the learning performance, interaction, collective efficacy, and group cohesion in collaborative problem-based learning environment. Eighty-three students in three different sixth-grade classes in an elementary school in New Taipei City were invited to participant in the experiment and were randomly divided into three groups: the experimental group, which adopts genetic algorithm-based optimized group formation scheme, and two control groups, one is randomly grouped; while the other allows students group themselves. Learners in these three groups all use collaborative problem-based learning system (CPBL) to perform collaborative problem-based learning activities. Learning performance, interaction, group efficacy and group cohesion evaluation are applied to analyze the learning process and interaction among learners in these three groups. Finally, a semi-structured interview is supplemented to validate the variation of these three different group formation schemes in learning performance, interaction, group efficacy and cohesion. The result showed that the genetic algorithm-based optimized group formation scheme helps students promote learning performance and provides positive effects on peer interaction in collaborative problem-based learning. Three group learners adopting different group formation schemes for collaborative problem-based learning show significant difference on group effectiveness and group cohesion. The satisfaction of learners adopting genetic algorithm-based optimized group formation scheme for collaborative problem-based learning reached a nearly agreed standard.

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.

University of Macau / Faculty of Education

隨著資訊科技的發展，數位學習的觀念逐漸興起，在二十一世紀強調知識經濟的今天，自主學習及問題解決能力的養成更顯重要，而藉由網路進行問題導向合作學習，學習者可更方便的透過自主學習方式培養問題解決能力。然而學習者在進行網路合作學習的互動期間會接收到大量來自同儕的資訊，有些學習者常會因為無法判斷資訊的正確性，而無法有效選擇、判斷、分析與整合所獲得的資訊，進而觀望同儕或是意見領袖的意見。因此，本研究利用學習者在問題導向網路合作學習歷程中所產生的社會網路互動資料，利用品質Q函數結合基因算法進行社群探勘，並搭配PageRank演算法找尋出每個社群中的較意見領袖，探討採用教師直接進行資訊傳播的一級資訊傳播模式與透過社群意見領袖進行資訊傳播的二級資訊傳播模式對於學習者的學習成效、社會網路互動及團體凝聚力的影響。此外，也探討採用這兩種資訊傳播模式的不同性別及不同人格特質學習者的學習成效、社會網路互動及團體凝聚力是否具有顯著差異。 研究結果發現：(1)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組學習者，在學習成效上顯著優於教師透過網站公告之一級傳播模式的控制組學習者；(2)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組女性學習者，在學習成效上顯著優於透過教師網站公告之一級資訊傳播模式的控制組女性學習者，但兩組男性學習者之間則無顯著差異；(3)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組學習者，在促進同儕互動成效上顯著優於教師透過網站公告之一級傳播模式的控制組學習者;(4)透過品質Q函數結合基因演算法偵測社群，以及使用PageRank找尋社群意見領袖之方法，能精確的協助教師找到問題導向網路合作學習社群之意見領袖。 最後，根據研究結果，本研究提出教學實施及未來研究方向建議，供後續研究參考以進行更深入的探究。 / The concept of e-learning gradually emerges with the development of information technology. In the 21st century when knowledge economy is emphasized, the cultivation of self-directed learning and problem-solving ability becomes more important. Learners with problem-based cooperative learning through networks can more conveniently cultivate the problem-solving ability with self-directed learning. Nonetheless, learners would receive large amount of peer information during the network cooperative learning interaction; some learners therefore could not effectively select, judge, analyze, and integrated the acquired information by judging the accuracy of information to further observe the opinions of peers or opinion leaders. For this reason, learners’ social network interaction data generated in the problem-based network cooperative learning process are proceeded community mining by combining quality function Q and genetic algorithm, and PageRank algorithm is applied to search for the opinion leader in each community in order to discuss the effects of teachers directly proceeding first-order information communication model and second-order information communication model through community opinion leaders on learners’ learning outcome, social network interaction, and group cohesiveness. Furthermore, the effects of such two information communication models on learning outcome, social network interaction, and group cohesiveness of learners with different genders and personality traits are also investigated. The research findings show (1) learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning environment, significantly outperform learners in the control group with first-order communication model through network announcement on the learning outcome; (2) female learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning environment, present remarkably better learning outcome than female learners in the control group with first-order information communication model through network announcement, while no significant difference appears between male learners in both groups; (3) learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning, notably show better peer interaction effectiveness than learners in the control group with first-order communication model through network announcement; and (4) combining quality function Q with genetic algorithm to detect community and applying PageRank to search for community opinion leaders could accurately assist teachers in finding out the problem-based network cooperative learning community opinion leaders. Finally, suggestions for teaching practice and future research, according to the research results, are proposed in this study for successive research.

本研究旨在探究學習者在wiki共筆、數位閱讀標註及知識論壇三種不同知識建構導向之電腦支援合作學習環境下，其合作知識建構與問題討論歷程差異，再則這三種不同學習環境是否營造不同知識建構氛圍，以及對支援知識建構是否有所欠缺。最後，針對研究結果提出有效知識建構教學的實施策略與建議。 本研究採實驗研究法，以某國立大學數位碩士在職專班19名研究生為研究對象，分別依序體驗包括wiki共筆、合作式數位閱讀標註及知識論壇三種各具特色的知識建構導向合作學習環境，進行知識建構討論與分享，藉由搜集觀察上述三種學習環境之知識建構歷程討論及成果記錄，進行知識建構及問題解決討論概念編碼後，進行序列分析，依此觀察學員們知識建構演進之歷程，並評估問題討論的互動程度，最後輔以半結構式訪談，與序列分析結果進行交互驗證。 結果發現學員在wiki共筆、合作式數位閱讀標註及知識論壇三種知識建構環境上，共同合作建構產出的知識建構成果均呈現一定品質水準，確實有助於輔助學生之共同知識建構成長。此外，三種電腦支援合作知識建構學習環境中，知識論壇在適當教學設計與學習策略實施下，較能發揮知識建構水準；知識論壇相當適合於問題解決討論；三種知識建構導向之電腦支援合作學習環境，對於完整支援知識建構仍有不足需要強化之處，特別是為促使學員更深入討論，以達更深層的知識建構，需要更好的教學設計與學習策略。 最後本研究根據研究結果，歸納出幾點建議，作為教師在進行合作知識建構教學時，選擇電腦支援合作學習環境之參考，並對未來研究方向提出建議。 / The major purpose of the present study was investigate the learners would have the differences of the progress of knowledge construction and problem discussion, which were under the three different guided knowledge construction in the computer-supported collaborative learning environments, the three learning environments including wiki, knowledge-based annotation learning system, and Knowledge Forum. A secondary purpose of this study was to examine if these three different learning environments would build the variety atmospheres of knowledge construction, and then the deficiency in the computer-supported collaborative learning. Finally, the conclusion drawn above should be proposed the efficient policy and suggestion in relation to the effective teaching of knowledge construction. The method to carry out this study was using an experimental research. The participant in this research were 19 postgraduate students enrolled in executive master of digital systems in one national university. In this experiment, all participants experienced the three different guided knowledge construction in the computer-supported collaborative learning environments in order, each differs from one another, including, wiki, knowledge-based annotation learning system, and Knowledge Forum. Furthermore, all subjects focused on the discussion and shared the progress of the knowledge construction and the results of the accomplishment by searching and observing the above three varied environments. The data of knowledge construction and problem solving were to conceptual encoded and processed the sequential analysis in order to observe the evolution of the progress of knowledge construction of all subjects, and to estimate the level of interaction of problem discussion. Lastly, we used the auxiliary semi-constructed interview and the result of sequential analysis to work with the cross-validation. The findings suggest that the participants produced the conclusions with coordinated knowledge construction which appeared in a certain quality, and this result indeed helped learners to grow-up in the coordinated knowledge construction. Additionally, Knowledge Forum firstly developed well standard under the congruent design and tactic of teaching in these three computer-supported collaborative learning environments. And then Knowledge Forum would be even more proper to discuss the problem solving. However, there is an insufficient part which needs to be strength of the three guided computer-supported collaborative learning environments for the complete computer-supported learning environments, most particularly, to be able to stimulate the subjects would go deep into the discussion in order to achieve the more depth of the knowledge construction, at the same time require the preferable instructional design and learning strategy. On the basis of the findings we sum up the few suggestions: As teacher, this study would be a reference to choose computer-supported collaborative learning environment when teach the coordinated knowledge construction, and then to address the suggestion in relation to the future research.

本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。 本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。 本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。 / The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners. This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program. Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.

本研究的主要目的在幫助學生發展更主動與建構取向的科學本質觀。以42位修習「自然科學概論」通識課程的大學生為對象，採用「知識論壇」(Knowledge Forum, KF)的線上學習帄台，透過集體共構與分享知識讓學生學習自然科學，並在線上進行知識翻新（knowledge-building）。 研究資料主要來自(1)帄台上的貼文--以此分析學生知識建構與合作分享的情形；(2)「科學本質問卷」--以此分析學生在期初與期末對自然科學本質概念的轉變；(3)科學理論開放問卷--以此探討學生在期初與期末對科學理論概念的差異；以及(4)學生自我反思--藉此了解學生科學觀點轉變的過程。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果，本研究提出以下四點結論： 一、相較於傳統課堂，學生表現出比較多的同儕互動，特別是在知識論壇帄台中的活動。透過分享與想法的連結(每人帄均貼文14.5篇，貼文連結度達26.9％)，帄台中呈現出密切的知識建構與互動學習。而隨著時間的增長，同儕之間的互動密集度亦呈現逐步增加的趨勢(期初10.1％，期末16.6％)。此外，除了互動學習，學生也在課室中扮演科學史的探索者，透過自身與同儕資訊分享的力量，建構對科學理論發展的認知。根據研究結果，在知識論壇中的活動顯示出學生合作學習與互動頻繁，並能透過多元的學習模式進行知識翻新。 二、學生的科學本質觀產生轉變。在科學本質中的「暫時性」、「理論蘊涵」、「多元化」、「發明觀」、「想像力使用」、「科學知識檢證」與「主觀性」等陎向，期末呈現顯著的轉變，從比較實證的觀點轉變為比較建構的取向。此結果顯示出學生對於科學本質逐漸具備較多元的 看法，認為科學是多元發展的。 三、學生對科學理論的認識也漸趨「建構取向」。針對科學理論在「科學理論知識」、「科學理論探究方法」、「科學理論來源」、「科學理論與科學事業發展」以及「科學理論價值性」等五個陎向，期末時學生對於科學理論的認識逐漸呈現多元與建構的觀點。研究結果顯示，學生認為科學理論是可以從不同角度去進行探究，藉由不同觀點的研究方法或程序，它是可以被不斷翻新與修正的；每個人也都可以透過集體合作、討論、發想來形成新的科學理論概念。 四、從期末反思中發現學生的科學態度亦產生變化。學生了解到理論與想法的進步是需要經過不斷的修改與翻新。再者，學生也認知到理論與理論之間關係緊密，科學家、科學理論之間的不斷互動是促進科學理論演化的動力；最後，學生也瞭解到科學學習應秉持質疑、創新的態度，適時批判權威理論而不照單全收，並且應培養主動學習、勇敢懷疑的態度，以及應能提出自己的想法與他人激盪等，如此方能真正認識科學理論的本質，並有助於推動科學的進步。 本研究根據研究結果及發現，在科學教學與學習方陎提出下列六點建議：(1)擺脫記憶、背誦的科學學習方式；(2)儘量不給標準答案，強調學習者間腦力激盪；(3)建構式科學學習，融入科學史，讓學習者自我建構並認知科學知識；(4)創造互動與合作的知識建構環境；(5)教師應多引導想法的討論與激盪，刺激學生以多元觀點進行對話與知識翻新；(6)脫離制式、標準的教學程序，營建開放的學習環境並促進多元想法。 / The purpose of this study was to help college students develop more informed and sophisticated scientific epistemological beliefs. Forty-two undergraduates who took a college course titled ―Introduction to Natural Sciences‖ participated in the study. An online collaborative knowledge building environment, enabled by a software program called Knowledge Forum, was provided for students’ knowledge work. Data primarily came from (1) Students’ online discourse: which was posted in the form of notes, recorded in a Knowledge Forum database, and was used to analyze students’ collaborative learning and knowledge building. (2) A questionnaire—View on Science and Education Questionnaire (VOSE): which was originally designed and validated by Chen (2006) and it was used to analyze the differences of students’ view of nature of science between the beginning and the end of the course. (3) A open-ended survey with regard to the nature of scientific theory: which was employed to triangulate the findings derived from the VOSE and was administered in the beginning and at the end of the course. (4) Students’ self-reflection on what they learned from this course. To analyze, quantitative statistics (e.g., ANOVA) was employed to explore students’ online activities. Additionally, an open-coding procedure was adapted to content-analyze students’ notes. There were four main findings as follows: (1) Students shared ideas constantly, developed connections among ideas, and worked collaboratively and closely with knowledge in Knowledge Forum (with mean number of notes posted being 14.5 and percentage of notes linked being 26.9％). Furthermore, there was an gradual increase in students’ online discourse as reflected by the density of network interaction (10.1 % in the beginning of the course vs. 16.6% at the end of the course). In addition, students served as explorers by reconstructing stories of natural science history in Knowledge Forum, in order to develop a deeper understanding of the process of scientific theory development. The findings suggest that students worked closely together in collaborative learning and interaction, and were able to build knowledge using multiple methods in Knowledge Forum. (2) Students also changed their view of nature of science. It was found that there were significant pre-post change between their view in the beginning and that at the end of the course, in terms of the following seven dimensions: ―tentativeness‖, ―nature of observations‖, ―scientific methods‖, ―theories and laws‖, ―use of imagination‖, ―validation of scientific knowledge‖, and ―subjectivity and objectivity‖. Overall, students’ view shifted from more positivism-oriented to more constructivism-oriented. It was found that towards the end of the course, students started to possess more multiplistic view of nature of science. Students thought that science is advanced by means of multiplistic ways with no standardized methods. (3) In terms of students’ view of scientific theory, it became more ―constructivism-oriented‖ and more multiplistic towards the end of semester, in terms of the following five dimensions: ―knowledge about scientific theory-building‖, ―method of scientific theory-building‖, ―source of scientific theory‖, ―scientific theory and science as an enterprise‖ and ―value of scientific theory‖. It was found that student thought that scientific theory is developed through inquisition from many perspectives. Scientific theory is falsifiable, rather than fixed knowledge entity, and it should not be associated with pre-determined research procedure and standardized answers. Scientific theory can be improved by collaboration discussion and use of imagination. (4) In terms of students’ self-reflection on what they learned from this course, it was found that students demonstrated better understanding that theories are improvable, and that it is important to relate one theory to another for the purpose of creating new knowledge. Moreover, students also realized that it is important to possess critical and creative attitude towards studying science. Building on the above results, this study made the following six suggestions: (1) science learning must go beyond memorization and rote learning; (2) science learning should avoid the pursuit of standardized answers and encourage idea brainstorming; (3) science teachers should promote more constructive way of science learning, try to integrate history of science into science teaching, and help learners construct their own understanding of science; (4) it is important to cultivate a more creative and collaborative learning environment; (5) science teachers should also help students learn how to work with ideas, discuss together, and solve conflicting views; and (6) science teachers should help create an open environment to promote multiple scientific views.