本研究的目在設計出一個可以整合探究學習策略、合作學習策略與概念圖知識表徵法，且以全球資訊網為知識探究來源的「網路上的合作探究式概念構圖系統」；其次為提出適用於網路上的合作式探究學習模式及學習活動；最後探討學生在網路上的合作式探究學習之學習歷程和學習效果。
研究結果發現： 1.網路上的合作探究式概念構圖系統，可以有效整合探究學習策略、合作學習策略與概念圖知識表徵法，並提供學生一個相互合作以進行探究知識和表徵知識成果的學習環境。 2.本研究依據認知和教學理論，提出網路上的合作探究學習模式及學習活動，包含定錨與計畫、個人探究學習、合作探究學習、建構小組成果以及成果展示與討論等階段，可以作為在教室情境中有效的教學策略。 3.在定錨與計畫階段，學生在閱讀教材完畢後，可以根據問題先形成假設再到教材中尋找證據，建構出個人概念圖。但學生構圖的成品個別差異相當大。 4.在個人探究學習階段，學習者相當熱衷於到網路上探究證據，且其瀏覽的網頁也與主題相關，惟將閱讀後的成果加以組織和表達在記事本上的成果較為缺乏。 5.在合作探究學習階段，學習者可以透過討論工具充分進行資料、成品和觀念上的分享。學生最熱衷於討論區中觀念的溝通，其次是記事本的分享，最後是概念圖的分享。 6.在建構小組成果階段，投票機制可以協助成員產生小組的共同成果，但是在協商、溝通、妥協的過程中，往往需要犧牲自己的想法，遷就成品較完整的同學，達成共識的情形較少。

There are two purposes in this study. The first is to integrate the inquiry learning strategy, the collaborative learning strategy, and the concept mapping strategy to develop a Web-based Collaborative Inquiry Concept Mapping (WCICM) system. The second is to propose an appropriate learning model along with learning activities on web-based collaborative inquiry learning.
The major findings are as following: (a) The WCICM system can efficiently integrate the inquiry learning strategy, the collaborative learning strategy, and the concept mapping strategy. (b) The web-based collaborative inquiry learning activity including anchoring and planning phase, inquiry by individual phase, collaborative inquiry phase, building group’s product phase, and product presentation and discussion phase. (c) In anchoring and planning phase, the student’s concept mapping product showed significant individual differences. (d) In inquiry by individual phase, students crave for search evidence on Internet but the product are not fruitful for every student. (e) In collaborative inquiry phase, students can collaboratively complete their inquiry task by the idea sharing, data sharing, and product sharing processes. (f) In building group’s product phase, voting mechanism can help group member produce group’s product but students seldom have a common consensus.

毛松霖（1996）。國中生地球科學觀測資料之「解釋能力」與「概念形成」之教學策略研究。行政院國家科學委員會印行。
王康宇和張國恩（1998）。遞迴程式之蘇格拉底式合作學習系統。國立台灣師範大學資訊教育研究所碩士論文。
行政院國家科學委員會科學教育發展處科學教育學門資源整合規劃小組（1996）。科學教育。學門資源整合規劃資料。
宋曜廷（德忠），王康宇和張國恩（1998）。網際網路上的合作學習初探。中國心理學會，1998年會，台北。
宋曜廷（德忠），張國恩和陳淑芬（1997）。電腦化概念構圖系統在知識結構測量上的應用。發表於第三屆海峽兩岸測驗學術研討會。台北。
李咏吟（1985）。教學原理。台北：遠流。
林寶山（1998）。教學原理與技巧。台北：五南。
張春興（1996）。教育心理學。台北：東華書局。
張國恩，宋曜廷（德忠）和陳淑芬（1997）。電腦化概念構圖在生物科學習的應用。發表於第十三屆科學教育研討會。臺北。
張國恩，陳世旺和宋曜廷（德忠）（1997）。電腦化概念構圖在科學教育的應用研究（I）：概念構圖學習與評量系統的建立。國科會研究計劃： NSC87-2511-S-003-042。
張國恩，陳世旺和宋曜廷（德忠）（1998）。電腦化概念構圖在科學教育的應用研究（II）:概念構圖學習與評量系統的建立。國科會研究計劃：NSC88-2520-S-003-003 ,國科會研究報告。
張國恩，陳世旺和宋曜廷（德忠）（1999）。電腦化概念構圖在科學教育的應用（III）。國科會研究報告：NSC89-2520-S-003-009。
張瑞賓和張國恩（1999）。具有開放式連結語的命題式屬性化概念構圖系統。國立台灣師範大學資訊教育研究所碩士論文。
陳嘉成和余民寧（1996）。以概念構圖為學習策略之教學對小學生自然科學習之成效研究。國立政治大學教育研究所碩士論文。
黃正傑主編（1997）。教學原理。台北：師大書苑。
Anderson, J. R. （1983）. The Architecture of Cognition. Cambridge, MA:Harvard University Press.
Bell, P., & Davis, E. A. （1996）. Designing an activity in the Knowledge Integration Environment. Annual meeting of American Educational Research Association.
Brown, A. L., & Palinscar, A. S. （1989）. Guided cooperative learning and individual knowledge acquisition. In L. B. Resnick （ED.）, Knowing, learning, and instruction: Essays in honor of R. Glaser （pp. 393-451）. Hillsdale, NJ: Erlbaum.
Chan, T. W., & Chou, C. Y. （1997）. Exploring the design of computer supports for reciprocal tutoring. International Journal of Artifical Intelligence in Education. 8（1）,1-29.
Chang, K. E., Sung, Y. T., Wang, K. Y.,& Dai, C. Y. (under review). Web_Soc : Socratic dialectic based collaborative recursion learning on the world wide web. Paper submitted to International Journal of Computers and Education.
Chang, K. E., Sung, Y. T.,& Chen, S. F.(in press). Computerized concept Mapping with scaffolding learning aid. Paper to appear in the Journal of Computer Assisted Learning.
Chang, K. E., Wang, K. Y., Dai, C. Y., & Sung, T, C. (1999). Learning Recursion Through a Collaborative Socratic Dialectic Process. Journal of Computers in Mathematics and Science Teaching, 18(3), 303-315.
Chavero, J. C., Carrasco, J., Rossell, M. A., & Vega, J. M. (1998). A Graphical Tool for Analyzing Navigation Through Educational Hypermedia. Journal of Educational Multimedia and Hypermedia, 7(1), 33-49.
Chiappetta, E. L., & Russell, J. M. （1982）. The relationship among logical thinking, problem solving instruction, and knowledge and application of earth science subject matter. Science Education, 66（1）, 85-93.
Chung, W. K., O'Neil, F., Herl, E., & Dennis, A. （1997）. Use of Networked Collaborative Concept Mapping To Measure Team Processes and Team Outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Edelson, D. C., Gordin, D. N. & Pea, R. D. （1999）. Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design. The Journal of The Learning Science, 8（3?）, 391-450.
Esiobu, G. O. & Soyibo, k. （1995）. Effects of concept and vee mappings under three learning modes on students cognitive achievement in ecology and genetics. Journal of Research in Science Teaching, 32, 971-995.
Haury, D. L. （1993）. Teaching science through inquiry. （Eric Document Reproduction Service No. ED 359048）.
Herl, H., Baker, E.,& Niemi, D.（1996）. Construct validation of an approach to modeling cognitive structure of U.S. history knowledge. Journal of Education Research, 89, 213-230.
Hoadley, C. M., Bell, P., & The KIE Research Group .（1996）. Web for your head – The design of digital resources to enhance lifelong learning. D-Lib Magazine, September 1996.
Igelsrud, D., & Leonard, W. H. （1988）. Labs: What research says about biology laboratory instruction. American Biology Teacher, 50（5）, 303-306.
Inaba, A., & Okamoto T. （1996）.Development of the intelligent discussion support system for collaborative learning. Proceedings of ED-Telecom 96, 137-142.
Jehng, J. C. （1997）. The psycho-social processes and cognitive effects of peer-based collaborative interactions with computers. Journal of Educational Computing Research, 17（1）, 19-46.
Johnson, D. W., & Johnson, R. T. （1989）. Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Co.
Johnson, D. W., & Johnson, R. T. （1990）. Cooperation in the classroom. Edina, MN: International Book Company.
Johnson, D. W., & Johnson, R. T.（1985）.The internal dynamics of cooperative learning groups. In Slavin, R. , et al. （Eds.） Learning to cooperate, cooperating to learn, 103-124.
Katz, S., & Lesgold, A. （1993）. The role of the tutor in computer-based collaborative learning situations. In S. Lajoie, & S. Derry （Eds.）. Computers as cognitive tools. Hillsdale, NJ : Lawrence Erlbaun Associations.
Light, P. H., & Mevarech, Z. R. （1992）. Cooperative learning with computers: An introduction. Learning an Instruction, 2, 155-159.
Lin, J. M.-C., Wu, C.-C., & Liu, H.-J.（1999）. Using SimCPU in cooperative learning laboratories. Journal of Educational Research. Vol 20（3）,259-277.
Looi, C. K. （1998）. Interactive learning environments for promoting inquiry learning. J. Educational Technology Systems, vol. 27（1） 3-22, 1998-99.
Marjanovic, O. （1999）. Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129-138.
Markham, K. M., Mintzes, J. J. & Jones, M. G. （1994）. The concept as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91-104.
Marx, R. D., Blumenfeld, P. C., Krajcik, J. S.,& Soloway, E.(1998). New Technologies for Teacher Professional Development. Teaching and Teacher Education, Vol 14, No. 1, pp 33-52.
McConnell, D. （1994）. Implementing computer supported cooperative learning. London: Kogan Page.
Mcmanus, M. M., & Aiken, R. M. （1995）. Monitoring computer-based collaborative problem solving. Journal of Artificial Intelligence in Education, 6（4）, 307-336.
Mevarech, Z. R. （1993）. Who benefits from cooperative computer-assisted instruction? Journal of Educational Computing Research, 9:4, 451-464.
Mevarech, Z. R., & Light P. H. （1992）. Peer-based interaction at the computer. looking backward, looking forward. Learning and Instruction, 2, 275-280.
Noavk, J. D. （1991）. Clarify with concept maps. Science Teacher, 45-49.
Novak, J. D. （1990a）. Concept Maps and Vee Diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19, 29-52.
Novak, J. D. （1998）. Learning, Creating, And Using Knowledge : Concept Maps as Facilitative Tools In Schools and Corporations.
Novak, J. D., & Gowin, D. B. （1984）. Learning How to Learn. Cambridge, London:Cambridge University Press.
Novak. J. D. （1990b）. Concept Mapping : A Useful Tool for Science Education. Journal of Research in Science Teaching, 27 (10), 937-949.
O’Donnel, A. M., Dansereau, D. F., Hall, R. H., & Rocklin, T. R. （1987）. Cognitive, social/affective, and metacognitive outcomes of scripted cooperative learning. Journal of Educational Psychology, 79, 431-437.
O’Donnell, A. M., & Dansereau, D. F. （1992）. Scripted cooperation in student dyads：A method for analyzing and enhancing academic learning and performance.In R. Hartz-Lazarowitz & N. Miller （Eds）, Interaction in cooperative groups: The theoretical anatomy of group learning. London: Cambridge University Press,120-141.
O’Malley, C. （1994）. Designing computer support for collaborative learning. In C. Malley （Eds.）. Computer supported collaborative learning.
Okada, T. & Simon, H. A. （1997）. Collaborative Discovery in a scientific domain. Congitive Science, 21（2）, 109-146.
Owston, R. D. （1997）. The world wide web: A technology to enhance teaching and learning. Educational Researcher, 27-33.
Pryor, A., Soloway, E., & Hi-C Research Group. （1997）. Foundations of science : Using technology to support authentic science learning. http://hi-ce.eecs.umich.edu/papers/.
Roth, W. M. & Roychoudhury, A. （1993）. The concept map as a tool for the collaborative construction of knowledge. Journal of Research in Science Teaching, 30, 503-534.
Sandoval, W. A., & Reiser, B. J. （1998）. Iterative design of a technology-supported biological inquiry curriculum. Annual meeting of American Educational Research Association.
Saunders, W. L., & Shepardson, D. （1987）. A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students. Journal of Research in Science Teaching, 24（1）, 39-51.
Slavin, R. E. （1985）. Team-Assisted Individualization: Combining Cooperative Learning and Individualized Instruction in Mathematics. In Slavin, R. E., Sharan, S., Kagan, Hertz-Lazarowitz, R., Webb, C.& Schmuck, R. （Eds）. Learning to Cooperative, Cooperating to Learn. New York: Plenum, 177-209.
Slavin, R. E. （1995）. Cooperative Learning, Allyn & Bacon, Needham Heights, MA.
Slavin, R. E. （1996）. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
Spitulnik, M. W. & Krajcik, J. （1998）. Technological Tools to Support Inquiry in a Science Methods Course. Jl. of Computers in Mathematics and Science Teaching. 17（1）, 63-74.
Sung, Y. T., Chen, I. D., & Chang, K. E.（2000）. The effect of concept mapping for improving reading comprehension and summarizing abilities: A scaffold-fading approach. Paper to be presented in the 2000 Annual meeting of American Educational Research Association, New Orleans.
Sung, Y. T., Chen, I. D.,& Chang, K. E.(in preparation). The effect of concept mapping to enhance text comprehension and summarization abilities: A comparison of the map-correction, scaffold-fading and self-generation approaches. Paper to be submitted to Contemporary Educational Psychology.
Suthers, D. & Jones, D. （1997）. An Architecture for Intelligent Collaborative Educational Systems. AI&ED’97, Kobe Japan.
Suthers, D. & the Advlearn Project. （1996）. Distributed tools for Collaborative Learning and Coached Apprenticeship Approaches to Critical Inquiry. ITS’96, Montreal, June 12-14th.
Suthers, D., Toth, E., & Weiner, A. （1997）. An Integrated Approach to Implementing Collaborative Inquiry in the Classroom. Computer Supported Collaborative Learning ’97, Dec. 10-14, 1997, Toronto.
Tabak, I., Smith, B. K.,Sandoval, W. A., & Reiser, B. J. （1996）. Combining General and Domain-Specific Strategic Support for Biological Inquiry. ITS’96, Montreal, June 12-14th.
Tina, S.（1990）. On the High Road to Achievement : Cooperative Concept Mapping. ED335140.
Tinnesand, M., & Chan, A. （1987）. Step 1:Throw out the instructions. ScienceTeacher, 54（6）, 43-45.
Tobin, K., Briscoe, C. & Holman, J. R. (1990). Overcoming constraints to effective elementary science teaching. Science Education, 74(4), 409-420.
Toth, E. E., Suthers, D. D., & Lesgold, A. M. (2000). Mapping to know : The effects of evidence maps and reflective assessments on scientific inquiry skills. . Paper to be presented in the 2000 Annual meeting of American Educational Research Association, New Orleans.
Webb, N. M. （1992）. Testing a Theoretical Model of Student Interaction and Learning in Small Groups. In Hertz-Lazarowitz, R.& Miller, N.（Eds.）, Interaction in Cooperative Groups: The Theoretical anatomy of Group Learning. New York: Cambridge Univ, Press, 102-119.
Wolcott, J. R., & Robertson J. E. （1997）. The world wide web as an environment for collaborative research: An experiment in graduate education. International Journal of Educational Telecommunication, 3（2/3）, 219-236.