全文連結:
英文標題:
Exploring Lower-Grade Students’ Cognitive Level and Self-Regulated Learning in a Principle Based Knowledge Building Collaborative Community
期刊卷期:
文章單元:
中文摘要:
研究目的
本研究旨在探討國小低年級學生在知識翻新協作社群中的學習歷程，探究互動歷程與想法建構之特徵，進一步檢視認知層次與自我調節學習在前後期的變化，並探討兩者間的關聯。
研究設計／方法／取徑
本研究採混合研究法，結合質性與量化分析，探究低年級學生在知識翻新協作社群中的學習歷程。以融入知識翻新原則的校本課程為研究情境，課程設計包含想法創建、想法修正、便利貼討論活動等協作活動。資料來源涵蓋便利貼討論資料、書信交流內容等學生互動語料，做為分析學生協作學習歷程的主要質性資料。質性資料以「有意義的句子」為分析單位，並使用內容分析，依據分析架構進行編碼；量化資料則以描述性統計分析、成對樣本 t 檢定與皮爾森相關分析，呈現學習表現的分布情形。
研究發現或結論
本研究發現，即使為低年級學生，在知識翻新協作社群中亦具備高層次社群協作學習，展現高層次評價、創造的認知能力；且低年級學生所展現的自我調節學習不只是個人內在調節，而為共學實踐的動態調節歷程；在自我調節學習與認知層次關聯上，呈現理解導向、對話互動、情緒支持的樣態。
研究原創性／價值
本研究聚焦國小低年級學生在知識翻新協作社群中所展現的高層次協作與認知潛能，並詮釋自我調節學習為融入社群互動中的動態調節歷程，除了個體內在調節機制外，也呈現認知層次與自我調節學習的交織樣態。此發現補充既有研究多聚焦高年齡層與個人取向分析之不足。
教育政策建議或實務意涵
本研究建議，低年級知識翻新協作課程設計應從「意義理解」出發，藉由不同想法鷹架支持學生意識自我想法、回應社群互動並將情緒支持化為具體回饋；另可融入其他知識翻新原則促進想法深化與社群共創，鼓勵學生發展自我調節學習與認知。
英文摘要:
Purpose
This study aims to explore the learning processes of lower-grade elementary school students within a Knowledge Building (KB) collaborative community. It investigates idea construction, analyzes changes in cognitive levels and self-regulated learning between the early and later stages, and further examines the relationship between these two dimensions.
Design/methodology/approach
This study employed a mixed-methods design to examine students’ learning processes in a KB community. The research was conducted within a school-based curriculum grounded in KB principles, incorporating activities such as idea generation, peer feedback, idea revision, and discussions. Data included students’ interaction records. Qualitative data were analyzed using meaningful sentences as the unit of analysis, and were coded using content analysis based on an analytical framework. Quantitative data were analyzed using descriptive statistics, paired- samples t-tests, and Pearson correlation to examine patterns and relationships in learning performance.
Findings/results
The findings show that even lower-grade students demonstrated high-level collaborative learning, including advanced cognitive processes such as evaluation and creation. Their self-regulated learning functioned as a dynamic, co-regulated process within collaboration. The association between self-regulated learning and cognitive levels was characterized by understanding-oriented engagement, dialogic interaction, and emotional support.
Originality/value
This study reveals the advanced collaborative and cognitive potential of lower-grade students in a KB community. It reconceptualizes self-regulated learning as a socially embedded, dynamic process and highlights its interplay with cognitive levels, addressing the limited focus of prior research on older learners and individual-oriented perspectives.
Implications for policy/practice
This study suggests that lower-grade KB curricula should prioritize meaningful understanding and use idea scaffolds to support students’ reflection, peer response, and constructive feedback. Incorporating additional KB principles may further deepen collective inquiry and promote self-regulated learning and cognitive development.
作者:
作者介紹:
國立清華大學教育與學習科技學系博士生/國立清華大學教育與學習科技學系教授
APA格式:
楊珊瑜、陳美如（2026）。低年級學生在知識翻新協作社群中的認知層次與自我調節學習發展。當代教育研究季刊，34（3），41-77。https://doi.org/10.6151/CERQ.202609_34(3).0002
