本研究嘗試應用電腦概念圖工具提升學生學習的成效，並希望經由研究的過程促成研究者的教學成長。本研究採行動研究法，參與對象為北縣某國小六年級的9名學生。教學實施過程分為概念構圖準備、電腦概念圖工具訓練、及電腦概念圖工具應用等三個階段，教學內容為自然與生活科技領域的三個單元。研究結果發現電腦概念圖工具能幫助學生更方便建立、修改及組織概念圖，而學生也普遍喜歡應用它來進行概念構圖活動。然而由於學生電腦操作以及學科能力的差異，部分學生學習效果欠佳，未來可安排高低學習成就的學生座位兩兩相鄰，讓低學習成就學生藉由觀摩及詢問高學習成就的學生來達到更好的學習效果，或透過學生分組合作學習的方式進行概念構圖活動，讓學生之間有更多的討論及互動。本研究所使用的軟體是付費軟體，學生無法在家中長期使用，建議未來在工具的使用及選擇方面，可將免費軟體納入考量，或針對學生的需求開發出適合的電腦概念圖工具。經由此研究，教師深刻瞭解到應用電腦工具於學習必須更注意到學生之間的個別差異，以及慎選教學軟體的重要。

This study attempted to use computerized concept mapping tools to improve students’ learning efficiency in learning science concepts. Nine grade 6 elementary students participated in this study. Action research method was used to understand the practical issues involved in using the tools and promote the researcher’s professional development.　To gradually lead students’ usage of concept mapping tools, three stages of activities were conducted in this study: the preparing stage for drawing concept maps, the training stage for manipulating computerized concept mapping tools, and the application stage for using computerized concept mapping tools in learning. Three units of Science and Technology were covered in the learning activities.
The findings showed that using computerized concept mapping tools in learning was helpful in improving efficiency of students’ constructing concept maps and their motivation. But students encountered some problems when they used computerized concept mapping tools. It was suggested that choosing free software or developing suitable software to satisfy students’need was feasible. Furthermore, using group or cooperative learning strategy to promote the discussion and interaction among students was necessary. This study helped the researcher better understand the consideration of students’computer capabilities and choosing appropriate software when using computer software to support students’learning.

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