國小學生的自然課程以科學概念學習為主。然而學生常在科學概念建構與釐清上遇到問題。對於概念的建構與釐清，概念構圖是一個常使用的工具。本研究採用了一個名為 CoCoing.info 的雲端概念構圖平台，協助學生進行概念構圖以及小組互動。為了解應用此一雲端概念構圖平台的學習成效，進行為期十八週的研究。本研究採準實驗研究法，以桃園市一所國小六年級，兩個班級學童為研究對象，其中一班為實驗組（24人），採用「雲端概念構圖學習」，另外一班為控制組（26人），採用「傳統紙筆概念構圖學習」，進行一學期（約十八週）的實驗教學。利用CoCoing.info雲端概念構圖平台、「概念構圖」及「問卷」等工具蒐集資料。資料分析時，利用SPSS軟體進行分析。本研究的結果發現：在「概念構圖學習成效」之施測成果中，小組雲端概念圖在連結、舉例、概念圖總分上顯著高於小組紙筆概念圖。在「概念構圖接受度」之施測成果中，顯示學生認為 CoCoing.info 雲端學習平台的概念圖功能可用於其它領域的學習，且對自己繪製的概念圖具有高度的滿意度。最後，根據以上之發現，研究者歸納提出運用雲端概念構圖在自然與生活科技教學上的意義，以供未來及進一步研究之建議。;The science learning in elementary schools focused on facilitating students’ concept construction and understanding. However, the students remain the challenges on learning those science concepts. To address the problem, a cloud-based concept map platform named CoCoing.info was utilized to realize the effectiveness of online concept map construction on natural science course, and to study the students’ learning achievement on the platform, a study lasted for eighteen weeks was conducted. In the study, two classes （N=50） as experimental group and control group separately were applied. The students in the experimental group learned natural science concepts and constructed individual and group concept maps on CoCoing.info platform while the students in the control group constructed paper-based concept maps. Both groups of concept maps were evaluated, and the students completed a questionnaire for analyzing learning satisfaction. The results indicated cooperative cloud concept map was significantly effective than individual paper-based concept maps, and the experimental group students had higher degree of learning satisfaction.
