第五章 結論與建議
第二節 研究建議
本研究之進行過程中，由於時間、人力、物力等資源的限制，研究者 發現有部分不完善的地方值得改進，另有一些研究議題值得未來繼續深 入探討，因此提出研究建議，以供後續研究者參考。
壹、 研究對象
本研究運用國小四年級自然科學教材進行實驗研究，由於僅以國小四 年級學生作為研究對象，故無法得知本教材於其他年級學生之學習適用狀 況；若將此教材運用於高年級已學習過該課程內容的學生，是否能夠幫助 統整學習、引起學習興趣，並且對於當前的課程有所串連呼應。因此，未 來可針對高年級學生進行研究，以了解探究式學習歷程對於不同年齡層學 習者的影響。
貳、 研究變項
本研究以時間序列探討探究式學習歷程對於學生思辨成長性的影響，
建議後續可以將同樣的探究式學習歷程模式套用到其他學習標的，例如職 業試探、資訊教育等，藉以探索此學習模式之泛用程度。此外本研究也以 結構方程式模型探討影響學生自然科學測驗成績的因素，但是對於影響學 生自然科學測驗成績的因素，可以嘗試從其他角度進行分析討論，例如分 組學習的互動模式、學生的認知風格、科技接受模式等，也建議後續學者 可以進一步探討影響其自然科學測驗成績的負面因素，如認知負荷、認知 疲乏及資訊認知力等，以便瞭解在更多不同因子的情況下，深入探討如何 提升學生的課程表現或規避負面因子，有助於日後雲端學習平台的改進。
參、 研究方法
本研究探討探究式學習歷程對於學生思辨成長性的影響以及影響學生 自然科學測驗成績的因素，採用雲端平台進行學習、測驗並配合量化的問 卷調查法，僅能就問卷有限的題目知道使用者的想法，無法得知使用者內 心其他的感受及建議，亦無法實地了解其他影響思辨成長性以及自然科學 測驗成績的關鍵因素，因此建議未來若進行同樣的教學模式，可以配合觀 察法、訪談法或焦點團體法等質性研究的方法進行研究，來探索其他可能 會影響的因素，可藉此更了解學生真實的需求與想法，進而修正出更貼近 學生使用的學習模式與教學平台。
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