Through the ages dissatisfaction with his environment has provoked man to envision the ideal or "utopian" setting which would be more to his liking. The discontent of today's youth with the world it has inherited echoes the complaints of past generations and yet is of particular significance and relevance to the twelfth grade student soon to enter the college community where protests are becoming increasingly more articulate and effective. Established institutions and behavior codes are challenged with impunity although critics charge that such dissent is irresponsible and unsupported by positive, alternative proposals for improvement.

在知識社會裡，想法的生成是創新的原動力。如何培養學生提想法與翻新想法的能力、以及與他人協作並共構知識以激發團隊創造力，將是產生創新思考人才與促進未來社會進步的重要關鍵。本研究的目的在探究知識翻新學習對團隊創造力的影響。為協助學生進行協作與共創，本研究運用知識翻新(knowledge-building)教育理念(Scardamalia, 2002)，並輔以「知識論壇」(knowledge Forum™)線上學習平台，作為教學與研究的環境。研究對象為某國立大學修習生活科技課程之大學生(N=30)。資料來源包括: (1) Besemer (1998)所編的創意產品分析量表(Creative Product Analysis Matrix)；(2)平台互動資料；(3)線上協作的討論內容；(4)創意氛圍量表(Creative Climate Questionnaire )(吳靜吉和曾敬梅，2002)；與(5) 創意生活經驗量表(吳靜吉、陳淑惠、李慧賢、郭俊賢、王文中和劉鶴龍，1996)。 研究結果如下： (1)在團隊產品上，本研究比較學生在課程中所共創的十項產品與坊間有類似屬性之產品，結果發現學生普遍能提出有趣的創新構想。這些構想亦多能反應知識翻新的理念；(2)在協作歷程上，本研究發現學生均能在平台上進行密集的貼文、閱讀、與回文。顯示學生在社群裡並非只是被動閱讀文章，也能在平台上主動進行想法的分享、交流與激盪；內容分析—使用修改自Gunawardena, Lowe 和 Anderson (1997) 的互動分析模式(Interaction Analysis Model) 編碼—亦發現想法交流在知識共構階段上有顯著成長；(3)在團隊氛圍上，本研究也與台灣研究生(N=703)及瑞典中小企業員工(N=245)在創意氛圍量表的施測成績上進行比較，結果發現本研究的研究對象有六項因素優於上述二個參照團體的常模平均值。此六項因素分別為「玩興/幽默」、「想法支持」、「生動活潑」、「辯論」、「信任/開放」、和「自由」。此結果顯示，作為一個以想法為中心的知識翻新學習環境，知識論壇確實有助於提供學生較開放自在的討論環境，促使學生表達多元觀點，並透過知識分享以翻新彼此的看法。 / The purpose of this study was to investigate the effects of knowledge building pedagogy and Knowledge forum (KF) technology on groups’ collaborative and creative processes in a college class. Participants were 30 college students who took a university course about living technologies. Data sources and analyses included: (1) students’ online activities, recorded in a KF database, which was assessed using descriptive statistics, (2) students’ online discourse data which were content-analyzed using Interaction Analysis Model (Gunawardena, Lowe & Anderson, 1997); (3) groups’ technology products which was peer-assessed using a survey called “Creative Product Analysis Matrix” (Besemer, 1998); and (4) “Creative Climate Questionnaire (CCQ)” (Tseng & Wu, 2000; Ekvall, 1987) which was adopted to evaluate the characteristics of Knowledge Forum being a creative learning environment. After 18 weeks of knowledge building, the findings indicated enhanced performance in terms of three dimensions of group creativity (i.e., product, process, and place): (1) first, in terms of product, in this study, students developed ten technology products by means of initially proposing original ideas and then progressively improving them, with the guidance of a set of 12 knowledge building principles. The results showed that students were able to propose novel and useful technology products; (2) in terms of process, findings based on content analysis showed that students could creatively work with their ideas while opportunistically collaborating with others both within and beyond groups; and (3) in terms of place, the results based on the CCQ suggested that, of all 10 factors that characterize a creative environment, six of them, including playfulness/humor, idea support, liveliness, debate, trust/openness, and freedom, were rated much superior than the means of two other reference/comparison groups—Taiwanese graduate students (n=703) and Swedish company employees (n=245). To conclude, the results showed that an idea-centered knowledge-building environment was helpful for students to become more engaged in generating, exchanging, and co-elaborating ideas while debating, collaborating and discussing with one another in an environment that is conducive to group creativity.

本研究的主要目的在探究以想法為中心的教學設計對大學生學習歷程與知識信念的影響。本研究透過知識論壇 (Knowledge Forum，KF) —一個以知識翻新（knowledge-building）教育理念為核心所建立的數位學習平台—來記錄學生的學習歷程。研究設計採個案研究法，以一個班級為研究單位，藉由多元資料的蒐集，以深入瞭解知識翻新教學對大學生在學習歷程上的影響。研究對象為某大學修習「生活科技概論」課程之22位學生。 資料來源包括：(1) 知識論壇上的學習筆記(note)—即學生整學期在知識論壇平台上的貼文與對話記錄；(2) 期末科技成品與影音記錄—即課程中學生所設計科技產品的期末發表; (3) 期末反思—即學生的期末學習心得; (4) 知識信念問卷(Chan & Elliott, 2004)的前後測資料。 本研究依據資料分析結果提出以下三點主要結論: (1)協作式的知識共構活動可以幫助學生跳脫傳統以個人為中心的學習方式，並進而以集體想法交流的形式來共構知識；(2) 從學生在科技產品上的創意表現可知，學生已逐漸能體認到知識是可以被創造的，人人都有能力創造知識；(3) 學生經過一學期的知識建構過程後，在知識信念上也有部分轉變，特別是在「天賦能力」的面向上，傾向學習能力並非天賦且不可改變的觀點。 根據上述結論，本研究在教育實務上提出以下三點建議：(1) 教師應多運用想法中心的教學設計，以培養有自主想法的學生，並藉此激勵學生積極參與學習社群中的知識共構活動；(2) 教師應將知識創造的能力視為學生學習的關鍵能力，以培養學生面對未來職場所需的競爭力；(3) 師資培育機構應注重師資培育生在知識信念上的發展，並協助其養成更具建構取向與學生中心的教學信念。 關鍵詞：想法中心、電腦支援協作學習、知識翻新、知識信念、主動學習 / The purpose of this research was to investigate the effects of idea-centered education on college students’ learning progress and change in epistemological beliefs. An online collaborative knowledge-building environment—Knowledge Forum (KF)—was employed in this study to document the process of students’ idea generation and development, as well as their belief change. This study employed a case-study design, using a college class as a unit for investigation, with multiple datasets collected to understand how knowledge building might affect students’ learning process and outcome. Participants were 22 students (16 females and 6 males) who took a course titled “Introduction to Living Technology” in a university, Taiwan. Major data sources include: (1) Students’ online discourse recorded in a KF database; (2) Students’ final presentations about the technology products they designed (the presentations were videotaped); (3) An open-ended survey employed to elicit students’ reflection on what they did and learned from this course; (4) A belief questionnaire, adopted from Chan & Elliott (2004), which was administered in the beginning and at the end of the course. There were three main findings: (1) An idea-centered approach was found helpful for students to move away from individual-based learning to taking more collective responsibility in their knowledge advancement. It was found that with support of KF, students were able to engage in continuous idea exchange and improvement; (2) As evidenced in students’ performance on the design of creative technology products, it was suggested that students have gradually realized that knowledge can be created and that all humans has potential to create knowledge; (3) After doing knowledge-building for a whole semester, the participating students also shifted their’ beliefs to become less inclined to believe in inborn ability as a fixed quality. Building on the findings, this study made the following suggestions: (1) To foster student capacity for more autonomous learning and collaborative knowledge building, teachers should try to encourage students to work with ideas and to engage them in sustained idea improvement; (2) Teachers should regard knowledge creation as a key ability that students need to acquire in order to face the competitive workplace in the future; (3) Teacher education programs should pay attention to the development of students’ epistemological beliefs, and to help student develop a more constructivist-oriented and student-centered teaching beliefs. Keywords: idea-centered, CSCL, knowledge building, epistemological beliefs, active learning