寫筆記包含兩個階段，首先學生用簡短的文字或符號來摘錄課堂重點於筆記中，為產出筆記階段；接著透過筆記來複習上課的內容，為複習筆記階段。本研究旨在探討於國小資訊課學習中導入合寫筆記的可行性，其中在產出筆記階段，學生以主題矩陣式筆記格式進行筆記產出；在複習筆記階段，以編寫總結的方式來進行複習；合作的方式則可能是共同編寫或相互分享的方式。因此，本研究探討的合寫筆記活動包括：以共同編寫筆記後共同編寫總結的「共編筆記與總結」寫筆記活動，及以相互分享筆記後相互分享總結的「分享筆記與總結」寫筆記活動。同時，本研究比較這兩種合寫筆記活動在成效上的差異，且為探討學生透過共編總結與分享總結的成效，以共同編筆記並透過自行閱讀來複習筆記的「共編筆記與閱讀」寫筆記活動，及以相互分享筆記並透過自行閱讀來複習筆記的「分享筆記與閱讀」寫筆記活動當作對照。本研究由台南縣某國小八個六年級班級共259位學生參與，以班級為單位隨機分派到「共編筆記與總結」組、「共編筆記與閱讀」組、「分享筆記與總結」組、和「分享筆記與閱讀」組。研究發現，學生參與以編寫總結進行複習的筆記活動中，採共編方式的學生其筆記將比採分享方式的學生記錄更多的課堂資訊，且產出高品質筆記的學生也較能編寫出高品質的總結，只不過，學生似乎沒能確實執行編寫總結的步驟，使得透過編寫總結方式複習筆記的成效與透過自行閱讀方式複習筆記沒有差異。

Note-taking includes two processes: 1) producing process, in which students excerpt important notions by brief words or signs and 2) reviewing process, in which students revise class content through the notes. The purpose of this study is to investigate the feasibility of applying collaborative note-taking in primary information science classes. In producing process, students were asked to take notes with the support of matrixes. In reviewing process, students were asked to revise notes by writing summaries. The forms of collaboration included co-editing and sharing. Therefore, the collaborative note-taking activities explored in this study included “co-editing notes then writing summaries” activity and “sharing notes then writing summaries” activity. In addition, this study also investigated the discrepancies of these two kinds of collaborative note-taking activities. Furthermore, to probe the effects of co-editing summaries and sharing summaries, this study take “co-editing notes then reading notes” activity and “sharing notes then reading notes” activity as control groups. Eight classes from an elementary school in Tainan County, a total of 259 sixth graders, participated in this study and were randomly assigned to four groups, a) co-editing notes then writing summaries, b) co-editing then reading notes, c) sharing notes then writing summaries, and d) sharing notes then reading notes. As the results indicate, when students participated in collaborative note-taking activity with writing summaries, those who in co-editing manner could take more notes than in sharing manner. Besides, it could be that students didn’t implement accurately in the step of writing summaries so that there is no significant difference between “collaboratively producing notes then writing summaries” and “collaboratively producing notes then reading notes.”

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