本研究探討於線上論述活動中導入鷹架淡出策略對國小學生的影響。本研究邀請新北市某國小的86位國小六年級學生參與本研究，並將學生分配至下列兩組：鷹架淡出組與鷹架持續組，針對網路著作權倫理與法律相關議題進行為期四週的線上論述活動，最後對兩組之論述能力、網路著作權倫理與法律知識、態度、與行為意向進行比較。研究結果發現，鷹架淡出組的學生在論述能力的理由與反駁都顯著優於鷹架持續組的學生；而在網路著作權倫理與法律方面，鷹架淡出組的學生在態度與行為意向上亦顯著優於鷹架持續組的學生。

This study investigated whether scaffold-fading influences elementary students’ learning in an online activity of argument construction. Eighty-six 6th grade students were assigned to two conditions: Faded and Continuous. Students participated in an online activity of argument construction about the issues of cyber law and ethics for four weeks. The students’ skills of argument construction, knowledge, attitude, and behavior regarding cyber law and ethics were compared. It was found that the students in the Faded group demonstrated significantly better skills of argument construction in terms of warrant and rebuttal, attitude and behavior than the students in the Continuous group.

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