隨著個人電腦與網際網路的普及，學生的學習方式依承載媒介與傳播模式的演進逐漸產生改變，並產生了不同的知識與學習需求。知識建構為一種以討論進行知識的重組與建構歷程，並從中達到激發創意的效果，利用知識建構學習方式固然能讓學生進行更深入的學習與互動，但仍有知識產出深度與參與程度不足等問題。為求更積極地培養學生知識建構能力、資訊素養技術，進而滿足並促進學生的學習效果。 身為學校知識薈萃之地的圖書館，除提供知識外，更應主動提供相關服務，不僅輔助學習者解決在資訊檢索時的問題或評估選擇的困難，同時也可協助教師，參與學習相關的工作。傳統圖書館在參與學生學習活動時，一般都是扮演被動提供學生所需資源的角色，然而隨著教學方式與資訊傳播媒介的轉變，圖書館的角色開始由被動提供學生所需資源到主動參與學生學習活動、課程的方向改變，走出原有傳統圖書館扮演功能的框架，逐步擴大其服務範圍。 本研究為了解圖書館員支援參與知識建構學習活動，是否真的能提升學生的知識建構學習成效與產生有效知識行為轉變，採取準實驗研究法，以知識建構理論為基礎的Knowledge Forum為學習平台，透過教材提供、教師與助教指導和館員協助不同學習階段進行知識建構學習，並以繪製概念圖為知識建構學習成效評量依據，驗證學生的知識成長與學習成效是否有顯著提升。在資料分析層面透過Knowledge Forum平台討論內容、學生三次概念圖作業成績與知識架構演進歷程、學生與館員互動的內容紀錄、期末報告與問卷等資料進行分析，以量化、知識結構和質性分析的方式，將概念圖進行矩陣處理後，利用UCINET社會網絡分析工具進行概念圖結構與知識組成的分析。 實驗結果可證明圖書館員參與知識建構學習確實有助於學生在知識結構層次的提昇及對於資料應用能力的增強。同時也從研究結果看出利用概念圖輔助學生進行知識建構學習，確實有助於學生知識建構歷程的記錄與成長，共計四點發現： 一、圖書館館員參與知識建構學習活動可促進學生更有效的共同知識建構行為的發生；二、圖書館館員參與知識建置學習活動能促進學生累積資訊素養技能與知識背景；三、圖書館館員參與知識建構學習活動促進學生概念圖的結構與命題內容轉變；四、以概念圖輔助學習能有效記錄學生的知識建構歷程與結構層次的轉變。 未來若能將此種圖書館館員支援參與知識建構學習的有效模式應用於其他學科的教學，將更能顯現出圖書館在教學過程中的重要性，且利於與教師和學生的合作經驗。 / As the increasing popularity of Internet, personal computers, and the evolution of information communication technology (ICTs), students' learning styles has also gradually changed for a variety of needs for knowledge and learning. Knowledge building, as an important concept, describes what a learning community needs to accomplish in order to create knowledge. It also refers to the process of creating new cognitive artifacts based on the common goals, group member discussions, and synthesis of ideas within community. Nevertheless, during the learning process of Knowledge building, there are some problems raised while guiding students to keep their in-depth discussion. In this study, we attempt to find out effective methodologies based on the assistance of library support, to promote learners’ participation, learning achievement and information literacy skills. First, this study introduces a way in which librarians participate in students’ learning process as tutor. Second, the research was conducted by quasi-experiment design; by which an on-line Knowledge Forum for students’ knowledge building learning environment is lunched. Discussion, learning activities and learning materials are delivered through Knowledge Forum. Researchers ask students choose one of four topics (Digital divide, Group dynamic, Attitudes and behavior change, Online persona) to discuss on Knowledge Forum. Students were asked to adopt concept mapping to construct their mind-map and knowledge flow in class. In addition, their learning performance was evaluated based on the process of knowledge mapping (3 times), the content of discussions, tasks, reports and grades. Their works of concept map were analyzed by UCINET, visualizing students’ mind changing, how they organized their knowledge, and to identify the positive effects on students’ performance. Moreover, the study also adopts various data gathering methodologies, such as questionnaires as well as the interaction records between librarians and students for overall understanding the Knowledge construction process. The results showed that librarians’ involvement in learning activities do help students’ improvement in knowledge constructing level, keeping their reflective process in-depth. The data also showed that students using concept maps in the knowledge building learning process as a sound way to assist their tasks accomplishment. This research suggests, in the future, there could be more successful collaboration, such as Knowledge building, among librarians, students, and teachers in different types of educational scenarios. Both educators and students will not only understand the importance of the Knowledge construction for better learning performance but also aware librarians as well as their service as an indispensable role in better education setting.

網路環境的轉變與網路社群網站的盛行，不但改變網路使用者的使用習慣，亦是發揮學習社群力量的時機。數位圖書館自發展以來，累積優質而豐富的典藏內容，強調多元讀者服務，並精進個人化服務與檢索功能，但針對讀者學習社群的經營則顯得不足且忽略發展可以輔助學習社群經營的機制，致使數位圖書館無法成為讀者長期駐足，甚至留下學習心得、交互分享學習成果及良性互動討論數位圖書館典藏內容的園地。 本研究以「提升使用者駐足於學習社群平台之意願」與「促進數位圖書館資源之利用」為目標，促成一個基於數位圖書館典藏內容為經營基礎之學習社群。發展有效的社群經營機制，營造學習者願意參與、交互分享學習成果及良性互動討論的優質學習環境，並支援數位圖書館資源的有效利用。 利用知識論壇(Knoewledge Forum)作為社群學習的討論平台，本研究透過準實驗研究法，從數位圖書館資源與學習社群之結合所促成的學習活動中，探討學習社群的互動歷程與知識建構情況。透過統計分析歸結出適合於發展有效輔助數位圖書館資源應用之學習社群經營工具與機制，提高學習社群的參與以及數位圖書館資源支援學習的機會與價值。 研究結果顯示：1. 研究活動歷程中，相較各階段互動機制，推薦機制與激勵機制對於學習社群參與具有較明顯的助益；2. 數位圖書館資源融入學習社群，有助主題資源與概念多面向的知識討論與擴張；3. 數位圖書館資源融入學習社群過程中，領域專家引導有助於資源的利用。 / As the rapid changes of on-line environment and prevalence of social networking websites, not only has the on-line users’ behavior changed, but also it implies the perfect time to develop better learning community with the advantages of technology innovation. Taking the Digital library (DL) as example, it has been developed into the perfect portal with accumulation of high quality information with and reader-centered services, including personalized information services and searching functions. However, comparing with other social networking sites, DL has been considered less value on building on readers’ learning communities, or not suitable sites to share information or communicate with other readers. The purpose of the study is to promote people cohesiveness at the web-based learning community platform and to improve the usage of digital library resources. Based on the advantage of web-based learning communities, the study analyzes the possible models and outcomes for learning communities on DL. In addition, the study attempts to survey ways to make better environment for readers actively interacting with others more; moreover, utilizing the digital libraries to construct knowledge. Taking the “Knowledge Forum” as web-based learning community platform, the study adopted the quasi-experimental methodology to investigate the social networks and knowledge construction behavior of the learning community on DL. The statistics analysis scheme was employed to evaluate the specific model of community building for web-based learning, and its effectiveness for promoting DL as learning support. The results of this study are concluded as following. First, compared with other methods for community building, the recommendation and motivation system are more beneficial for participation on web-based learning community. Second, integrating the resources of DL with web-based learning community is helpful for the diversity of subject topics and concepts in on-line discussion. Third, academic field experts for subject matter discussion are helpful for better DL resources utilization during the process of web-based learning.

有關探討「歷史上台灣原住民形象」的學術研究，多半側重漢籍史料，其視角大致如下：1. 將文獻資料視為還原歷史現場的途徑，針對史料所提到的器具、風俗與制度，展開族群關係的回溯與重建。2. 以整理歸納的角度，統整歷代有關台灣原住民的官式文書、個人著作、竹枝詞、雜詠、賦及駢文，在不同文類的參照中，得出原住民形象的輪廓，涉及性別、修辭、物質文化等主題討論。上述研究成果，多半從帝國王朝看待邊疆民族的視域，進行分析，然而，若能跳脫清朝咸豐、同治、光緒、宣統，以及日本安政、萬延、文久、慶應、明治等紀年之框架，而考慮1858-1912年間台灣歷史的特殊性，結合周遭因海洋而與異族交會、影響的經驗，台灣原住民的形象研究，得以在一個文化流動的論述中開啟新意。 咸豐八年(1858)簽訂天津條約，台灣開埠，在這段時間，西方、日本挾帶各自的海洋勢力而來，以物產、傳教、踏查為名，順著海路，聚集於台灣，使得十九世紀中葉以降台灣歷史的特殊性，表現在開港貿易之後西方官員、傳教士以及商人的探險旅行，旁及牡丹社事件前後，日本朝野思考台灣「無人之境」領域的主權，這些藉著海洋而來的海外勢力，與清廷思考台灣後山番地、開山撫番、設省等政策，形成多層次的拮抗與論辯，並影響晚清處理帝國想像與再現政治的命題，台灣原住民於此，於是成為各方勢力斡旋、角逐的籌碼。本論文旨從海洋視域---各方勢力透過海洋來到台灣，在近代國家與世界體系建立的過程中，關注1858-1912年間台灣原住民形象再現、歷史情境與文化詮釋，並藉此梳理十九世紀中葉以降晚清、歐美列強、日本之文明論述。

運用科學知識在當代環境管制政策幾乎已屬常態。然而，科學卻不一定能有效解決環境污染問題。本研究探討雲林六輕石化廠區的揮發性有機物（VOCs）空氣污染問題，發現運作二十多年的六輕，其排放之VOCs數值，至今尚未釐清，但企業仍不斷擴廠，引發當地健康風險問題；同時，國光石化的環評中，PM2.5（細懸浮微粒）引發重大政治爭議，民間提出對抗性科學論述影響決策方向，後續，更促成相關管制法規通過。 在上述管制科學爭議中，本文採用新政治科學社會學所提供的制度、網絡與權力，與環境決策知識建構的途徑觀點，探討雲林石化廠區所排放的揮發性有機物（VOCs）、懸浮微粒（PM2.5）相關之管制科學爭議。運用次級資料分析法、田野調查以及深入訪談法，嘗試分析強調科學循證作為基礎的管制政策，何以仍落入管制失靈的窘境？本文探討兩個個案，其不同調的科學數字如何依循管制制度生產、傳遞及運用？其中，VOCs排放數字如何被各個政治行動者賦予政治性意涵，進而延宕政府管制的能力？甚而導致府際間嚴重衝突？而PM2.5的對抗性科學論述是如何被生產、傳遞乃至公共化？相關之政策網絡如何有效地將PM2.5的管制政策推入政治議程中，成為正式法規的一環？ 本研究發現，在VOCs個案中，基於污染物的特性、石化廠區的龐大營運複雜度、以及企業為管制資訊之主要來源等因素，使VOCs排放具有相當大的科學不確定性。不過，現行制度將這些科學不確定性切割成一場又一場對於企業資訊的審查，對於掌握確切污染狀況極其有限。在PM2.5個案中，在幾個重大政策窗事件出現之前，民間社會已有一定的知識建構基礎。而重大政策窗事件如六輕工安大火、國光石化興建以及2011年總統選舉等，促成不同社會網絡連結，協助、生產出對抗性論述，並結合公眾媒體的廣泛傳播特性，將相關科技風險知識公共化，終使得PM2.5管制法案成為正式規範之一。 / Scientific knowledge has been commonly employed for making environmental regulatory policies. This thesis aims at analyzing the contamination problems resulted from Volatile Organic Compounds (VOCs) released by the Six Naphtha Cracking Complex; it is discovered that the emission of VOCs remains a mystery after two decades of operation. However, the industrial expansion plan continues and has done a severe environmental and health destruction to the local community. Meanwhile, PM2.5, Fine Particulate Matters also triggered political controversies in the Environmental Impact Assessment process of Kuokuang Petrochemical Plant, the Eighth Naphtha Cracking Project(8th naphtha). The civil society has raised the opposing argument on the PM2.5 matter in terms of health impact, thereby influencing the direction of policy making and passing the regulations. In light of the controversies of regulatory science, this thesis adopts the perspective of New Political sociology of Science (NPSS), which substantiates the approach of institution, network and power, and other aspects of knowledge construction to analyze the emission of VOCs and PM2.5 in the petrochemical field. Moreover, secondary data, field research, and in-depth interviews are utilized to analyze these regulatory predicaments. It is discovered in the cases of VOCs, the scientific uncertainty is composed of the characteristics of VOCs, the complexity of petrochemical plant’s operations and the main regulatory information is generated by industries. Nevertheless, the regulatory institution just divided the scientific uncertainty into the tremendous conferences which peer-reviewed the information from industries. Furthermore, this regulatory institution hinders the true conditions of pollution from being known. In the meantime, in terms of PM2.5, the general public has had a solid knowledge pertaining to the critical national matters, such as several fire disasters of 6th naphtha, the policy of 8th naphtha, and the presidential election in 2011. Moreover, these policy windows promote the connection of social network and assistance, and accordingly generate the opposing discourse. The technology risk-related knowledge has also been conveyed by the mass media, thus ultimately enacting the PM2.5.

在經濟發展的過程中，環境污染往往是其代價。石化產業在台灣經濟發展過程中扮演著火車頭的角色，帶動相關產業的勃興，但也帶來日益增加的環境污染與其社會爭議，成為政府部門必須面對的課題。在傳統的環境管制政策當中，科學評估被視為中立、理性客觀之分析技術，能夠有效處理環境問題的方法，其強調專業中立的形象，也與官僚理性所強調的中立性相似。因此這不僅是環境行政程序設計之核心，也是行政正當性的重要來源。但因著環境議題的複雜化、科學不確定性的增加，在行政程序當中，僅著重專家角色的行政程序，相信專家能夠帶來各樣問題的解答，不僅在程序上限制了多元知識類型的進入，既無法共同建構問題、也無法形成決策基礎的一部分；同時行政機關也此程序將決策責任移轉給專家；然而因著科學不確定性，使得專家必須在未知的情況下進行決策，因而使得決策內容會更加保守，讓環境爭議窄化成「如何收集更多資訊」等技術問題。行政機關原欲以專家作為決策正當性的來源，但狹隘的科學想像框架不僅使程序無法有效地處理環境爭議、無法回應來自多元參與者的提問，反而使得決策正當性更加受到嚴重的挑戰。 本研究以國光石化開發案的健康風險議題與六輕工安大火事件兩個案的環評過程為分析案例。在國光石化環評過程，健康風險議題是主要爭議焦點。當時有學者研究指出國光石化營運之後，將對台灣民眾的健康風險帶來重要影響，並指認環評書中所低估或錯估的部分。面對不同的科學研究爭議，環保署依其狹隘的科學框架，欲創制一套評判程序以解決爭議，卻適得其反。與此同時，六輕也在 2010年7 月傳出工安大火事件，地方陸續傳出有吳郭魚、文蛤、雛鴨等大量死亡的農業損失情事，使六輕營運後所造成的環境影響與健康風險問題，受到社會高度矚目。環保署因而要求台塑提出「環境影響調查報告書」進行審查。但環評專案小組因著科學不確定性而難以依科學論證作為基礎做出決策。最終則是以法院判決來作為決策的正當性來源。 本文透過多重資料來源的蒐集，包括田野訪談、環評專案小組會議、專家會議等相關之會議紀錄、相關事件的剪報資料，以及相關會議的參與觀察紀錄等。藉由兩個案的分析，探討行政程序建立在狹隘的科學框架之上時，為何產生行政決策的僵局，探討結構上的侷限與受到的正當性挑戰。並以論述應邁向具社會強健性的知識建構為基礎的開放行政程序，以強化決策正當性的根基。 / The scientific assessment in the traditional environment regulation policy is generally regarded as a rational technique. The common impression of scientific assessment is neutral and specialized, which is similar to the major principle of Bureaucracy, organization by functional specialty, defined by Max Weber. Therefore, the scientific assessment has been not only a foundation of environmental administration procedure, but also a resource of legitimacy. On the contrary, while the government just focuses on the scientific evidence in administrative procedure, there will be the political debates unable to resolve effectively. Because administrative procedure is unable to include multi-knowledge from different stakeholders, administration deal with environmental problems only limits to the sufficiency of scientific evidences. Consequently, administration transfers the responsibility about decision making to the experts committee. But experts committee could not make decision definitely, and the decision would be conservative, because of scientific uncertainty. As a result, the interpretation of environmental problems is narrowed to the proof of causal relationship between pollutants and environmental impacts. Since unknown causal relationships always exist, there will be ongoing arguments and disputes of environmental problems. Taking two examples of the environment impact assessment of a fire accident in the sixth naphtha cracking project in July, 2010, and the KuoKuang Petrochemical Project, 2011, the research analyze the hidden science framework and limitation behind the administrative procedure. The finding is that the technicalization of administration leads to government role shrinking and erodes the legitimacy of decision. In order to strengthen the foundation of legitimacy, administration should rebuild an open administrative procedure to foster socially robust knowledge.

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.

本研究旨在探究兩個不同電腦支援合作學習環境，知識論壇平台（Knowledge Forum, KF）與黑板數位學習平台（Blackboard, BB），在支援師培生學習教育理論、教師專業與教學實務等概念過程中之影響。BB的設計主要以一般的學習理論為基礎，KF的設計則是以知識建構（knowledge building）理論為中心。研究設計採混合研究法之橫斷取向策略，研究對象為某國立大學修習一師培必修課程「教育理念與實際之整合」之49位學生。於學期初將研究對象分成二組，其中BB組25人，KF組24人。課程目標主要希望學生在修課後能對自己即將投入之事業，以及對於教學理論、教師專業與教學實務間的關係，能有更深入的瞭解，並進一步反思自己在未來實習階段需要加強之處。 研究資料主要來自兩個數位學習平台上自動存取的紀錄(例如：建立文章次數、對他人文章回覆次數等)、以及學生於兩平台上所發表的文章內容。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，本研究提出以下三點結論： 一、兩組學生在相同教師及相同課程設計下，在兩個學習平台上的活動量大致相同，但是於KF環境下學習的學生則表現出較多的成員互動。根據本研究結果推論，會產生此現象是因為BB的平台設計僅提供單一回文機制，供學生對他人的文章做回饋。而KF平台的設計則提供較多元的互動機制，除了可以對他人文章做回應(build-on)外，還可以對別人的文章做註解(annotation)、引用他人文章(reference)、以及統整文章(rise-above)等功能。 二、在學生於教育理論與教學實務間關係概念的理解上，首先，於低層次的理解面向上（主要包含教師要能「知道且理解教學理論」和「應用教學理論」）兩組學生沒有顯著差異。但是，在高層次的理解上（主要為教師要能「分析理論和實務上的關係」），KF組則比BB組表現好。根據本研究結果推論，KF的學習環境可以幫助學生發展更高層次的思考。 三、在學生對教師專業與教學實務間關係概念的理解上，首先，在低層次的理解面向上（主要包含教師要「理解並應用專業於實務」和「從實務中歸納專業為多面向的整合」），兩組學生沒有顯著差異。然而，在較高層次的理解上（主要包含教師要能「分析專業和實務上的關係」和「評鑑、反思自己在專業上的表現」），KF組的表現比BB組好。研究推論KF環境較能幫助提昇學生的概念學習至較成熟的理解層次。 根據上述結論，本研究提出下列四點建議：（1）電腦支援合作式學習環境應發展更多元的文章互動機制；（2）師培教育應更重視師培生對教學理論、教師專業與教學實務間關係的理解；（3）教師選擇使用電腦支援合作式學習環境時，應將是否能幫助學生產生深層理解做為其中考量；以及（4）教師應幫助學生發展知識創新概念。 / This study investigated the effects of two different computer-supported collaborative learning environments, Knowledge Forum (KF) and Blackboard (BB), on teacher-education students’ conceptual understanding of theories, expertise, and practices in teaching. Blackboard is designed generally based on conventional learning theories. In contrast, Knowledge Forum is designed particularly based on knowledge building theory and pedagogy. Participants were 49 students who took a course titled “Integrating Instructional Theory and Practice,” which was offered by a teacher-education program in a national university, Taiwan. The study employed a mixed-method design, with the participants being divided into a BB group (N=25) and a KF group (N=24), with the later serving as an experimental group. The main instructional goal was to help students deepen their understanding of the relationships between theories, expertise and practices in teaching and to become more reflective on their future teaching practice. Data primarily came from students’ online discourse posted in the form of notes and were recorded in the aforementioned two BB and KF databases. To analyze, one-way ANOVA was employed to describe students’ online activities (e.g., number of notes posted) and an open-coding procedure were adapted to content-analyze student notes. There were three main findings as follows: (1) It was found there was no significant difference observed between the two groups in terms of the number of notes posted online in each database. But in terms of interactivity, there were more note linking actives in the KF group than in the BB group. It is suggested that this might be due to the design mechanism of the BB environment being less supportive for discourse interaction among students. In contrast, the KF environment has more design features such as annotations, references, and rise-above to support student interactions. (2) In terms of students’ conceptual understanding of the relationships between theories and practices in teaching, it was found that there were no significant differences between the two groups at the two lower conceptual levels (including teachers should “know and understand most teaching theories” and “be able to put theories into practices”.) But in contrast, it was found that there was a significant difference between the two groups at a higher level of understanding (i.e., teachers should be able to “analyze the relationship between theory and practice”). The findings suggest that as compared with Blackboard, Knowledge Forum seemed to be a more supportive environment that tended to help students achieve a deeper conceptual understanding of the relationships between theories and practices in teaching. (3) In terms of students’ conceptual understanding of the relationships between expertise and practices in teaching, it was found that there were no significant differences between the two groups at the two lower levels (including teachers should “understand the practice and the application of teacher expertise” and be able to “integrate practice into the multifaceted teaching expertise.”) But in contrast, it was found that there was a significant difference between the two groups at a higher level (i.e., teachers should be able to “analyze the relationships between teacher expertise and teaching practice” and “evaluate, reflect on their own professional performance.”) The findings suggest that Knowledge Forum seemed to be a more supportive environment capable of helping students achieve a higher level of conceptual understanding of the relationships between teacher expertise and practices in teaching. Building on the above results, this study made the following four suggestions: (1) a good computer-supported collaborative learning environment should include necessary design features that support multiple interactive mechanisms; (2) teacher education program should help its students develop deeper conceptual understanding of educational theories, teacher expertise, and teaching practices; (3) teachers should be equipped with the necessary knowledge in order to choose a good computer-supported collaborative learning environment to support teaching; and (4) Teacher education program should help its students develop more knowledge building oriented concepts towards teaching and learning.