從接應關係分析社會學科的想法翻修活動：以權威訊息的建構性運用原則為例

The Adjacent Contributions Among Collaborative Knowledge Builders in a Social Science Classroom: Taking the Principle of Constructive Uses of Authoritative Sources as an Example

資訊世代的人們既依賴提取現有的權威訊息，也需要進行知識創新。學校向來教導學生汲取權威訊息，但該如何培養知識創新呢？學生對於想法翻修活動又如何評價呢？本研究以大學師資培育中心的師資生為對象，根據知識創新活動的「權威訊息的建構性運用」原則設計課程，輔以知識論壇平臺進行為期8週的線上討論。為了深探想法翻修的實際歷程，本研究發展一套想法翻修回合數的概念，以分析大學生互相翻修他人想法的特徵與有待鷹架之處。研究結果顯示，一方面從知識論壇資料來看，學生往往以權威訊息為佐證展開論述，前後文章的銜接性質，以反駁意見多於認同意見，顯示想法翻修活動不難展開；另一方面從知識翻新問卷來看，學生對彼此促進想法之活動的認同性與可行性卻未提升，究其原因，訪談資料顯示：想法翻修展開之後，同儕之間經歷多回合的討論，卻仍難感受到想法得到精進。本研究揭露社會科學領域進行知識翻修想法的種種困難，有待未來更進一步探析。

Citizens in the age of information receive external authoritative resources, as well as engage in knowledge building. Academia traditionally favors the former. However, how do we foster an environment for knowledge building and idea improvement? This paper uses students from center for teacher education as subjects of study. The courses were designed based on the principle of constructive uses of authoritative sources, and used Knowledge Forum to help student learn collaboratively online during an 8-week period. Instead of using the conceptual inquiry thread as the unit of analysis, this study developed round of idea improvement to explore the responsive engagement of knowledge builders in each thread in order to reveal achievement or failure of deeper levels of knowledge advancement. Results indicate that students preferred to present their argument with authoritative resources at beginning of discussion, and then revised their ideas throughout the session, indicating that idea improvement is likely. However, from the results of the idea improvement inquiry, students are less favorable to the idea improvement activities. After investigation, throughout rounds of idea improvement, students did not feel that their ideas have been improved. This paper aims at revealing the difficulties in idea improvement in the realm of social sciences, and anticipates further discussion.