「合作探究學習」是強調學生共同參與問題解決、知識翻新和學習過程的模式。 這種學習方式有助於培養學生的批判思維、溝通能力和合作技能，推動知識的共享和 共建。教育部於 2018 年頒布了「十二年國民基本教育課程綱要」的自然科學領域課程 綱要中提及到自然科學課程應引導學生經由探究、閱讀及實作等方式，習得科學探究 能力、養成科學態度，以獲得對科學知識內容的理解與應用能力，可以發現「探究學 習」所扮演的重要角色。同時，隨著近年人工智慧及「自然語言處理技術」的快速發 展，人工智慧在各領域的應用越來越廣泛。其中，聊天機器人作為學習夥伴在教育中 的應用也逐漸受到重視，在 AI 聊天機器人作為學習夥伴的背後，自然語言處理技術扮 演了至關重要的角色。因此本研究結合了自然言處理技術，訓練出基於知識翻新任務 的聊天機器人，幫助及引導學生進行「想法收斂」的過程，我們透過聊天機器人作為 學習夥伴與學生進行互動，促進學生在合作探究學習上的知識翻新，以達成學生的反 思和深入討論，進而提升探究學習的成效。本研究以台灣北部某具備知識翻新教學與 科學探究教學豐富經驗之國小現場教師為對象，主要採用問卷調查法，評估本研究鷹 架在合作科學探究學習想法收斂的適用性。對實驗後的問卷資料進行統計分析與討論， 根據統計及分析的結果得以發現本研究鷹架在教學現場中具有實際成效。透過結果再 進一步改善系統，使系統更加符合教學現場。;"Collaborative inquiry-based learning" emphasizes students′ joint participation in problem-solving, knowledge innovation, and the learning process. This approach helps develop critical thinking, communication skills, and collaboration abilities, promoting knowledge sharing and co-construction. With the rapid development of artificial intelligence (AI) and natural language processing (NLP) technologies, AI applications have become increasingly widespread. The use of chatbots as learning partners in education has gained considerable attention, with NLP technology playing a crucial role. This study integrates NLP technology to develop a chatbot based on knowledge innovation tasks, aimed at assisting and guiding students through idea generation and convergence. By interacting with students, the chatbot facilitates knowledge innovation in collaborative inquiry-based learning, leading to reflection and in depth discussion, ultimately enhancing the effectiveness of inquiry-based learning. The study involved 56 fifth-grade students from an elementary school in northern Taiwan. A questionnaire survey method was used to evaluate the system′s perceived usefulness, ease of use, and willingness to use. Statistical analysis of the questionnaire data revealed positive responses from the students. Based on their suggestions and feedback, further improvements were made to the system to better suit classroom teaching needs.
