近年來數位學習平台已廣泛應用於國小自然科學教學，然而經分析發現，現有環境多設計為以習得既有知識為目標的作業管理系統，其功能侷限於行政流程與程序執行，難以支持以產生與精進想法為核心的知識翻新歷程。此限制導致在欲落實知識翻新教學的課堂中，探究活動往往流於形式操作而缺乏思辨，且小組間易形成資訊孤島。 基於此，本系統深化「以想法為中心」之設計理念，在教師端整合「結構化備課包」以降低教學引導負擔；在學生端則透過「想法牆」、「問題牆」與「跨組討論牆」等核心機制，引導學生將思考轉化為可視化的概念人造物，並打破小組界線以落實集體認知責任。 本研究採系統初步評估設計，針對國小高年級學生進行實測。結果顯示，學生對平台之科技接受度趨於正向，並肯定系統在促進想法表達、同儕互動及跨組交流方面之成效。本研究證實 Idea Flow 能有效支援合作探究歷程中之深度思考與社群互動，可為未來相關平台設計提供具體參考。 ;In recent years, digital learning platforms have been widely adopted in elementary science education. However, most existing environments are designed as "management-oriented systems" focused on acquiring established knowledge, with functions limited to procedural execution. Such platforms struggle to support the Knowledge Building process centered on "generating and refining ideas," leading to superficial inquiry and information silos between groups. To address these challenges, this study developed "Idea Flow," a platform deepening the "idea-centered" design philosophy. For teachers, it integrates "structured lesson preparation kits" to reduce the burden of instructional guidance. For students, it provides core mechanisms such as "Idea Walls," "Problem Walls," and "Cross-group Discussion Walls" to help them transform thoughts into visual "conceptual artifacts" and foster collective cognitive responsibility. This study adopted a preliminary evaluation design. The results indicate that students showed positive technology acceptance and affirmed the platform′s effectiveness in promoting idea expression and community interaction.
