本研究探討電腦支援合作知識翻新（knowledge building）活動對國小四年級學童閱讀理解與寫作表現的影響。研究對象為新北市某公立國小的兩班學生共53人。其中，實驗組（n=25）採知識翻新活動﹔控制組(n=28)採傳統講述教學活動。研究方法採準實驗設計中的「不等組前後測設計」；在為期十八週的實驗期間進行前測、實驗處理及後測。 　　研究資料來源包含：(1)PIRLS閱讀測驗前後測成績；(2)教學科技平台討論內容；(3)教學科技平台活動參與量；(4)寫作表現分數；(5)實驗組與控制組學生的半結構訪談；以及(6)實驗組的段考學習成績。資料分析同時使用質性與量化兩種方式。質性分析內容包括半結構訪談與平台討論內容，量化資料分析內容包含閱讀測驗成績、平台活動參與程度、以及寫作表現分數。透過多元資料分析以瞭解經過不同教學方法後，兩組學生的閱讀理解與寫作表現上是否有所差異。 　　研究結果顯示：(1) 知識翻新有助於提升學生的整體閱讀理解，且使用知識論壇進行閱讀理解提問，也有助於提昇學生的提問能力；(2) 知識翻新有助於提升學生整體寫作表現，且知識論壇上的貼文與討論活動也有助於改善學生的寫作品質；(3) 知識翻新能幫助學生改進其想法概念，且實驗後期於知識論壇的活動量也有呈現增加的趨勢；及(4)經過知識翻新活動後，實驗組的低學業成就學生之閱讀理解表現優於控制組的低學業成就學生，但二組在寫作方面則無顯著差異。 　　本研究嘗試改變過去的學習模式，透過知識翻新：鼓勵學生產生並反思想法，讓學生的學習更具主動性；及鼓勵同儕間的互助與互動以改進閱讀想法，讓學生在閱讀理解與寫作表現的成效產生正向的成長。 / Abstract The purpose of this study was to investigate the effects of knowledge building activities on grade-four students’ reading comprehension and writing performance. This study adopted a quasi-experimental design. In the experiment group, the participants were 25 grade-four students; in the control group, the participants were 28 grade-four students. The experiment class engaged in knowledge building and sustained ideational writing in order to enhance their writing performance (for 18 weeks). In contrast, the control group engaged in teacher-directed instruction. Data sources mainly came from: (1) pre-post PIRLS reading comprehension test; (2) students’ notes posted in Knowledge Forum; (3) students’ online discussion activities in Knowledge Forum, such as number of notes contributed, number of notes read, and number of notes built-on to other’s notes; (4) pre-post writing test; (5) semi-structured interview; and (6) student’ end-of-the-semester grades. To analyze, one-way ANCOVA, paired t-test and chi-square was employed to quantitatively examine students’ reading comprehension and writing test after the course. In addition, qualitative content analysis was also performed to evaluate the quality of students’ notes and to understand how students changed their views of ideas. The findings were as follows: (1) knowledge building pedagogy was conducive to enhancing students’ high-level reading comprehension and encouraging more in-depth questioning activities in Knowledge Forum; (2) after being engagaed in Knowledge building for a semester, students were able to demonstrate better writing performance, and more active discussion activities in the Knowledge Forum; (3) Knowledge building pedagogy changed students’ views of ideas and improved their idea generation capacity; and (4) Low achievers in the experiment group were able to demonstrate better reading comprehension than those in the control group. Overall, the findings suggested that knowledge building practice was able to help change the traditionally more authoritative and teacher-directed one-way instruction,   to an alternative, more student-centered, idea generation and improvement pedagogy, that helped students attain better reading comprehension and writing performance.

本研究主要目的在探究知識翻新活動對小學生節能減碳概念理解的影響。以知識翻新理論 (knowledge building) 作為教學核心理念，並以知識論壇(Knowledge Forum，KF)─電腦支援協作學習工具─來輔助與紀錄學生的學習。研究方法採個案研究法，研究對象為台北市某國民小學五年級某班學生(N=34)，研究時程為一學年，課程以節能減碳為主題。資料來源包括：(1) 知識論壇上之想法討論與互動歷程；(2)知識論壇平台之溫室效應與節能減碳想法貼文；(3)節能減碳概念理解之測驗。資料分析包括：(1)以知識論壇的分析工具(Analytic Toolkit, 簡稱ATK)分析學生在平台上想法討論與互動的行為；(2)分析學生在平台上所發表的貼文內容之階段性發展，並將學生所討論的概念與環保署所提供的溫室效應與節能減碳國中教材進行比較，以檢測學生所提的概念之完整性與豐富度；(3)使用創造力概念的流暢性、變通性、獨創性、精密性等四個面向，檢驗學生共構的知識品質；(4)分析課程結束後所進行的節能減碳概念測驗，檢測學生在知識翻新活動下對節能減碳概念的理解。研究結果發現：(1)知識翻新教學有助於促進以「想法」為單位的學習與互動模式；(2)知識翻新的學習環境有助於學生共創豐富的知識；(3)在知識翻新的學習環境中，呈現學生的想法數量漸趨減少但品質漸趨提升的情況；(4)讓學生自己翻新知識以主動學習，相較於被動的學習方式，更有助於提升學生在科學學習上的成效。根據上述結論，本研究提出下列幾點建議：（1）教師應重視學生的想法；(2)教師應鼓勵以想法為中心的互動與學習；（3）教師應幫助學生發展創新知識的關鍵能力；(4) 教育相關單位在設計課程與測驗時，更應重視學生的深層理解；(5)教師在教學上應善加利用網路學習資源。 / The purpose of this research was to investigate the effects of knowledge building activities on elementary students’ concepts of energy saving and carbon reduction. Knowledge building pedagogy and Knowledge Forum (KF)─an computer-supported collaborative learning environment─was employed in this study to document the process of students’ idea generation and development. This study employed a case-study design. Participants were a class of fifth graders from an elementary school in Taipei (N=34). They participated in a natural science class for a year and the topic of inquiry was about energy saving and carbon reduction. Data sources included: (1) Students’ online discussion recorded in a KF database; (2) Student’s ideas about energy saving and carbon reduction; (3) Students’ final test about energy saving and carbon reduction. Data analysis include: (1) descriptive analysis using Analytic Toolkit (ATK) and Social Network Analysis to document students’ interactive processes online; (2) qualitative analysis on the content of notes posted in KF; (3) content analysis, using the four aspects of creativitiy--fluency, flexibility, originality, and elaboration--to examine the quality of ideas generated by students; (4) learning assessment using the final comprehension test to evaluate students’ level of understanding about energy saving and carbon reduction in knowledge building environment. The main findings were as follows: (1) Knowledge building instruction was found helpful for supporting students’ work with “ideas”; (2) Knowledge building environment was conducive to knowledge advancement; (3) In the process of knowledge building, it showed the number of ideas was decreasing but the quality of ideas was improved; (4) Knowledge building environment was helpful for students to enhance science learning. Building on the findings, this study made the following suggestions: (1) Teachers should value students’ ideas; (2) Teachers should encourage students to interact and work with ideas; (3) Teachers should help students develop capacity for creating new knowledge; (4) When designing instruction, it is essential to emphasize deeper understanding; (5) Teachers should make good use of the online learning resources.

本研究主要目的在探究國小學生，在利用「知識論壇」 (Knowledge Forum)—一個以知識翻新(knowledge-building)教育思想為核心所建立的電腦輔助合作學習(CSCL)平台—進行教學之前與之後，在「科學學習歷程」與「科學合作概念」上的改變情形。研究對象為台北市某國小五年級學生。資料來源主要為課堂觀察、上課錄影資料、知識論壇平台上的活動記錄、以及集體訪談的前後測訪談稿。實驗共分二組：(1) 實驗組使用知識論壇平台進行知識翻新教學；(2) 控制組則以傳統講授與小組合作方式授課。 研究結果主要有以下四點：(1) 課堂觀察與錄影資料分析顯示，在傳統的課堂中(控制組)教師主導的活動佔據大部分上課時間，然而在進行知識翻新教學之課堂中(實驗組)，學生則使用更多的時間進行同儕間的互動與合作；(2) 知識論壇平台活動記錄分析結果發現，在論壇的輔助下進行知識翻新教學，有助於幫助學生跳脫分工合作的小組活動、進行更機遇式(opportunistic)的合作學習；(3) 平台中的發文內容分析顯示，經過18週的課程，學生有更多以合作為基礎的學習活動；(4) 訪談稿前測結果指出，學生對於科學知識本質的「暫時性」與「共構性」僅有初步瞭解。在合作方式上，多數學生認為科學家會合作，然而在合作的方式上則普遍強調以「分工」為基礎的科學合作，而非以「創新」知識為基礎的合作方式。訪談稿後測結果則指出，經過知識翻新課程後，受試國小學生已漸能形成以創新為基礎(而非任務為導向)的科學合作概念。 本研究主要的結論有四點：(1) 知識翻新教學有助於促進學生間的互動學習；(2) 在知識翻新教學後學生有更多以合作為基礎的探究活動；(3) 本研究中的小學生已普遍有合作的理念，但仍停留在分工合作的觀點；以及(4) 知識翻新教學可以有助於幫助學生形成以創新為主的合作觀。 / The purpose of this study was to explore the effects of knowledge building on fifth-grader’ science learning process and their views on collaboration. A software program called Knowledge Forum—which is designed based on knowledge-building theory—was employed to complement student learning. Participants were 53 fifth-graders from an urban school in Taipei. Data source mainly came from video-taping of classroom activities, class observation records, group interview, and the online activities automatically recorded in the Knowledge Forum platform. The students were divided into two groups for comparison: (1) the experiment group adopted knowledge building pedagogy; (2) the control group adopted traditional instruction that combined both teacher lectures and student collaboration in groups. The main findings are as follows: (1) as shown in the video and the classroom observation data, it was found that in the traditional (control) class, teacher-led activities took up the majority of class time; in contrast, in the knowledge building (experimental) class, students had more time for peer interaction and collaboration; (2) as the online activity data showed, it was found that engaging in knowledge building helped students to move away from division of labor and to engage in more opportunistic collaboration ; (3) based on content analysis on student online discussion, it was found that students progressively performed more collaborative activities towards the end of this class; and (4) as evidenced in the pre-post interview data, it was found that students initially had a more limited understanding of scientific knowledge as “tentative” and “co-constructive”. In addition, while they thought scientists work together, they tended to highlight the kind of teamwork based on division of labor, rather than the kind of teamwork aimed to create new knowledge. However, the post-interview data showed that after engaging in knowledge building for 18 weeks, students began to see scientific collaboration as more innovation-oriented, and less task-oriented. Based on the findings, the following conclusions were made: (1) engaging students in knowledge building was helpful for promoting more interaction among students; (2) knowledge building progressively fostered more scientific inquiry activities that is based on collaboration; (3) before attending this study, students had already the concept of cooperation, and such concept is highly based on division of labor, but after engaging in knowledge building, they were able to gradually develop a more creative view of collaboration.

在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。 研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。 研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。 根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。 / We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online. Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively). The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs. Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers' beliefs development.

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.

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.