以作者名、篇名、關鍵字或DOI查詢

期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
回上一頁

在知識翻新環境中促進在職教師反思實踐及認知臨場感 作者:
國立清華大學教育與學習科技學系 曾子沁
國立清華大學教育與學習科技學系 陳美如

卷期：71卷第3期
日期：2026年9月
頁碼：93-130
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0004

摘要：

　　本研究以32位在職教師為對象，場域為某教育學系開設之「教學理論研究」和「教學實務專題研究」課程，課程中融入知識翻新環境，結合實體教學與「知識論壇」（knowledge forum）線上互動。研究歷時一學年，分為「教學理論研究」課程（前18週）的理論建構與「教學實務專題研究」課程（後18週）的實踐循環兩階段。資料取自教師於知識論壇中的互動語料，探討其在知識翻新環境中的反思實踐與認知臨場感的發展歷程。研究採用混合研究法，先分析參與者在知識論壇的互動語料，並進行量化分析。研究結果顯示，教師透過知識翻新活動反思實踐的層次提升，從內在覺察發展至批判性反思，進而優化教學實踐。教師的認知臨場感亦顯著進展，從探究、整合至問題解決與知識應用，歷程更加完整。經過相關及迴歸分析顯示，反思實踐與認知臨場感呈正相關，反思實踐的「分析性反思」及「批判性反思」 可分別預測認知臨場感的「整合」及「解決與反思」。因此，根據本研究發現，知識翻新活動有助於提升在職教師的反思實踐層次與認知臨場感，進而促進其教學實踐的能動性與專業成長。教師透過協作對話與集體反思，不僅深化對教學的理解，也能在實踐中整合知識、調整策略，生成具行動導向的教學改變，展現出知識翻新理論在教師專業發展上的實質貢獻，並且有助於後續教師專業成長的規劃。

關鍵詞：反思實踐、知識論壇、知識翻新、教師專業發展、認知臨場感

《詳全文》 檔名

參考文獻：
洪煌堯、蔡佩真、林倍伊（2014）。透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣。科學教育學刊，22（4），413-439。https://doi.org/10.6173/CJSE.2014.2204.04
【Hong, H.-Y., Tsai, P.-C., & Lin, P.-Y. (2014). Elementary students engaging in collaborative idea generation and improvement in a science class through knowledge building and knowledge forum. Contemporary Journal of Science Education, 22(4), 413-439. https://doi.org/10.6173/CJSE.2014.2204.04】
洪詠善（2019）。台灣課程改革脈絡中教師專業發展的回顧與展望。教育學報，47（1），49-69。
【Hung, Y.-S. (2019). Teachers’ professional development in the context of curriculum reforms in Taiwan: Retrospect and prospect. Education Journal, 47(1), 49-69.】
張芷瑄、洪國財、洪煌堯（2022）。電腦輔助知識翻新教學對師資培育生科學教學信念之影響。科學教育學刊，30（4），287-307。https://doi.org/10.6173/CJSE.202212_30(4).0001
【Chang, C.-H., Hung, G.-T., & Hong, H.-Y. (2022). Effects of computer-supported knowledge building on teacher-education students’ teaching beliefs in science education. Contemporary Journal of Science Education, 30(4), 287-307. https://doi.org/10.6173/CJSE.202212_30(4).0001】
黃嘉莉、陳美如、翁暄睿（2022）。1980～2020年國際師資培育研究聚類與趨勢分析。教育科學研究期刊，67（3），1-35。https://doi.org/10.6209/JORIES.202209_67(3).0001
【Huang, J.-L., Chen, M.-J., & Weng, H.-J. (2022). Mapping the categories and trends of teacher education research: 1980-2020. Journal of Research in Education Sciences, 67(3), 1-35. https://doi.org/10.6209/JORIES.202209_67(3).0001】
曾正宜（2015）。學習科學之核心議題與研究趨勢。教育研究集刊，61（3），105-121。 https://doi.org/10.3966/102887082015096103004
【Tzeng, J.-Y. (2015). Learning sciences: Core issues and research trends. Bulletin of Educational Research, 61(3), 105-121. https://doi.org/10.3966/102887082015096103004】
» 展開更多
中文APA引文格式
曾子沁、陳美如（2026）。在知識翻新環境中促進在職教師反思實踐及認知臨場感。教育科學研究期刊，71（3），93-130。
https://doi.org/10.6209/JORIES.202609_71(3).0004
APA Format
Tseng, T.-C., & Chen, M.-J. (2026). Promoting Reflective Practice and Cognitive Presence Among In-Service Teachers in a Knowledge Building Environment. Journal of Research in Education Sciences, 71(3), 93-130.
https://doi.org/10.6209/JORIES.202609_71(3).0004

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
Top

Promoting Reflective Practice and Cognitive Presence Among In-Service Teachers in a Knowledge Building Environment Author:
Tzu-Chin Tseng (Department of Education and Learning Technology, National Tsing Hua University)
Mei-Ju Chen (Department of Education and Learning Technology, National Tsing Hua University)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：93-130
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0004

Abstract：

Research Motivation
　　In the context of rapid globalization and the continuous advancement of digital technology, contemporary education systems face increasingly complex and multifaceted challenges. Traditional approaches to teaching and teacher training, which often emphasize content transmission and isolated professional development, have proven inadequate in equipping both educators and learners with the competencies required for 21st-century learning. In particular, there is an urgent need to foster teachers’ instructional innovation capabilities and their ability to guide students toward meaningful knowledge construction and deeper learning. Against this backdrop, this study focuses on the implementation of a Knowledge Building environment to investigate how in-service teachers can develop higher levels of reflective practice and cognitive presence through collaborative dialogue and collective inquiry. The ultimate aim is to empower teachers to deepen their professional expertise and improve their instructional practice in transformative ways.
Literature Review
　　This study is grounded in a robust theoretical framework composed of three interrelated perspectives. First, Knowledge Building Theory (Scardamalia & Bereiter, 2006) emphasizes that learning is a process of idea improvement driven by collaborative discourse, epistemic agency, and collective responsibility. The Knowledge Forum, an online Knowledge Building platform, was utilized to create a shared intellectual space where teachers could engage in sustained dialogue, reflect on teaching challenges, and co-construct pedagogical knowledge. Second, Reflective Practice Theory (Larrivee, 2008; Schön, 1983) suggests that educators progress through different levels of reflection– ranging from surface-level description to deeper analytic and critical reflection– which serve to enhance self-awareness and inform pedagogical change. Third, Cognitive Presence Theory, derived from the Community of Inquiry (CoI) framework (Garrison et al., 2001), refers to learners’ ability to construct meaning through sustained communication. Within this model, cognitive presence is viewed as an essential component of meaningful learning, encompassing phases of triggering events, exploration, integration, and resolution.
　　Knowledge Building theory not only provides a framework for collaborative learning but also promotes a culture of continuous innovation and shared responsibility. Scardamalia and Bereiter
(2006) emphasize that learners should actively engage in knowledge improvement and co-own the learning process. Zhang et al. (2009) further introduce the concept of collective cognitive responsibility, highlighting the importance of co-constructing knowledge through sustained dialogue. This collaborative process supports teachers in moving from descriptive to analytical and critical levels of reflection. Scardamalia’s (2002) principles of Knowledge Building also help teachers integrate experiential and external knowledge, thereby enhancing their cognitive presence and ability to identify and respond to instructional challenges. In this way, Knowledge Building provides both a theoretical foundation and a practical pathway for the development of reflective practice and cognitive presence in teacher professional growth. Therefore, this research examines the developmental trajectory and interrelationship between in-service teachers’ reflective practices and cognitive presence within a Knowledge Building environment.
Research Methods
　　The participants in this study were 32 in-service teachers enrolled in two graduate-level courses– “Research on Teaching Theories” and “Special Issues in Teaching Affairs”– offered by a university department of education. These two courses were carefully designed to integrate a knowledge building environment and spanned one academic year, with each course lasting 18 weeks. The first course emphasized theoretical construction, including engagement with educational theories, research literature, and pedagogical models. The second course adopted a practice-based inquiry model, encouraging teachers to apply and refine their teaching strategies through cycles of action, reflection, and revision. Throughout both courses, teachers participated in face-to-face discussions as well as asynchronous online discourse via Knowledge Forum. The online environment served as a platform for recording and analyzing their evolving reflections, teaching dilemmas, and co-constructed insights.
　　The data collection focused on teachers’ discourse contributions within the Knowledge Forum platform. This study adopted a mixed-methods approach to analyze the interaction data of teachers in the Knowledge Forum. The qualitative analysis was conducted based on established coding frameworks for levels of reflective practice and dimensions of cognitive presence, allowing for systematic categorization and interpretation. The quantitative analysis involved frequency statistics, trend observations, and correlation and regression analyses to examine developmental patterns and relationships among variables.
Research Results
　　The results revealed several significant findings. First, teachers demonstrated a clear progression in their reflective practices as they engaged with the knowledge building environment. Many began with initial reflections grounded in self-awareness and classroom experiences, but over time, their discourse evolved toward more analytical and critical reflections. This included problematizing existing practices, interrogating underlying assumptions, and proposing context-sensitive instructional changes. These reflections were often triggered by peer discourse, theoretical input, or direct engagement with teaching challenges.
　　Second, teachers’ cognitive presence showed parallel development. In the early stages, most contributions focused on sharing experiences or asking clarifying questions (triggering events and exploration phases). As the courses progressed, participants increasingly engaged in integrative thinking, linking theoretical concepts with practical observations and offering tentative solutions to complex problems. By the end of the academic year, many teachers demonstrated the resolution phase of cognitive presence, proposing instructional actions grounded in evidence and theoretical rationale, and articulating new pedagogical perspectives.
　　Third, statistical analyses, including correlation and regression, confirmed a strong positive relationship between reflective practice and cognitive presence. Specifically, the sub-dimensions of analytic reflection and critical reflection were found to be significant predictors of the integration and resolution-reflection dimensions of cognitive presence, respectively. These findings suggest that as teachers become more reflective– particularly at higher levels– they are more likely to engage cognitively in ways that lead to meaningful instructional change.
　　Taken together, these results highlight the value of Knowledge Building environments in fostering the professional growth of in-service teachers. The integration of collaborative discourse, collective responsibility, and reflective inquiry facilitated not only deeper understanding of pedagogical issues but also the development of action-oriented instructional strategies. Teachers learned not merely to adapt, but to critically interrogate and innovate their teaching practices. These findings underscore the practical contributions of Knowledge Building theory to teacher education and point to promising directions for the design of future professional development programs.
　　In conclusion, this study contributes empirical evidence supporting the integration of Knowledge Building approaches in teacher professional development. The findings demonstrate that such environments foster deeper levels of reflection, promote cognitive engagement, and enhance instructional agency. It is recommended that future teacher education and professional development initiatives systematically incorporate Knowledge Building activities, supported by online platforms such as Knowledge Forum, to cultivate a collaborative, inquiry-driven culture of continuous improvement. This shift is essential for nurturing educators who are capable of responding adaptively and innovatively to the evolving demands of contemporary education.

Keywords：reflective practice, Knowledge Forum, Knowledge Building, teacher professional development, cognitive presence