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.