第五章 結果討論與建議
第三節 未來研究建議
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第三節 未來研究建議
壹、研究變項方面
本研究主要針對知識翻新教學理念對學生節能減碳概念理解的影 響，根據研究結果，發現知識翻新教學確實讓學生對於節能減碳的深度理 解有顯著影響。往後研究可進一步研究知識翻新教學是否對其他知識概念 有顯著之影響。再者，除了知識概念外，也能進一步探討學生在知識翻新 教學理念下，對於合作概念、學習氛圍等變項之影響。
貳、研究對象方面
知識翻新之教學理念研究多應用在大學生上，而本研究將之運用在小 學生上，已是研究上的一大進展，由本研究發現小學生亦能共創知識的可 能性。但本研究受限於時間、成本、人力等因素之影響，僅對台北市某國 民小學之五年級學生進行研究，未來可考慮其他不同地區或年齡之小學生 為研究對象，探討不同學生在知識翻新教學中對知識理解之影響，並透過 不同研究對象之相互比較，使研究果更完整，更具推論性。
参、研究方法方面
本研究受限於時間、成本、人力等因素之影響，僅對一個班級進行過 程與結果的資料蒐集與研究。未來可考慮使用準實驗設計法，比較知識翻 新教學法與一般傳統教學，完整蒐集兩個班級的學習過程與結果資料，裨 益於更完整資料比較，使研究果更完整，更具推論性。
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肆、研究設計方面
在授課時間方面，本研究設計為期一年的知識翻新教學，但扣除考詴 週以及寒暑假，僅剩上下學期共 6 個月的教學時數，而在這 6 個月中，僅 抽取每週一節課 40 分鐘的時間來進行知識翻新教學。此外，在授課科目 方面，本研究僅針對自然科學此單一領域為研究範圍，但學生在其他科目 上仍維持其原有的授課方式。本研究建議往後的知識翻新之相關研究，在 時間、經費與行政人事的許可下，盡可能擴大研究的授課時間與授課科 目，讓學生可以在長時間內沉浸於知識翻新教學，如此，學生在想法的討 論、演進等知識共構上也許會有更成熟、穩定的發展。
在輔助工具方面，因為本研究使用知識論壇為知識翻新教學的輔助工 具，因此，電腦為重要的學習輔助工具，但囿於經費的關係，僅能提供 2 到 3 位學生一台電腦。因此，研究建議往後的教學研究，在經費與人力的 許可之下，最好能提供一名學生一台電腦，以期待學生能在帄台中自主自 由的與同儕互動。此外，本研究設計仰賴網際網路的穩定性，本研究在學 習的第四階段，因為伺服器連線問題，而導致學生貼文數量下降，進而影 響了本研究的結果呈現，因此，本研究建議往後研究的進行應頇多留意伺 服器連線問題。
本研究主要探究學生在知識翻新教學理念下對節能減碳概念的影 響，學生在帄台上廣泛討論關於節能減碳的想法，但在帄台的探討過後，
除了測驗學生對節能減碳概念的理解外，建議往後的研究，可加入學生在 節能減碳行動上的研究，除了可以探討學生在知識翻新教學理念下，對於 節能減碳知識上的改變，也可進一步探討學生在節能減碳行動上的改變。
本研究讓學生進行長達 6 個月的溫室效應與節能減碳概念探討，研究 結果發現學生於學習階段四的想法互動次數突然減少，除了伺服器的連結 問題產生外，另一值得探討的議題為是否學生的「疲乏」現象出現。因此，
本研究建議未來在知識翻新理念研究設計上，若讓學生長期性的進行某一 議題之深入探討，若出現類似情形，教師或相關研究設計者也許可以加入 一些其他相關學習刺激，例如，延伸另一討論議題討論，請學生設計一個 節能減碳標語或活動，以刺激學生的學習動機。
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學生的期末節能減碳概念測驗