諸多研究建議輔以網路社群促進實體教師社群的專業學習，文獻指出運用社會資本的觀點，有助於顯示社群內部如何透過社會互動、認知互動，以創造社群的價值，然而其效益仍有待系統化的探討。本研究旨在基於社會資本理論、社會物理學、以及學科教學知識相關理論，規劃「線上社會資本教師專業學習社群」（Online-Social-Capital Professional Learning Communities，簡稱OSC-PLC）模式，以此模式作為介入策略，期能協助校內教師專業學習社群的運作，進而對科學教師專業成長以及學校永續經營的成效提出結論與建議。本個案研究採兼用質性與量化的混合方法，以中部一所小學發展學校本位課程的教師專業學習社群為研究個案，資料蒐集包含為期三年的線上發表討論、線上回應文字、實體聚會錄音、課程研發相關文件、和教師晤談，並透過社會資本理論中的結構、關係、認知三大面向結合學科教學知識架構進行資料分析。研究結果發現OSC-PLC模式具有以課程研發為任務導向模式、以策略介入促進線上社群與實體社群融合轉變的運作模式、社會資本三大面向相互作用的社群運作模式等特徵。OSC-PLC模式符合教師專業學習社群五個重要特徵，同時在線上進行探索與實體參與的策略中，能串連科學課程的知識；社會壓力及參與，能精進科學教學策略的知識與學生理解科學的知識；科學評量的知識與科學教學導向的分項知識的變化雖較不明顯，然而在追求達成任務的歷程中，在線上參與中仍能透過統整式的文字，藉由知識分享行為帶動教師個人反思，促進其教師專業成長。本研究的發現與建議可作為未來實施與分析教師專業學習社群結合線上社群之參考。

Many studies have suggested that school-based professional learning communities (PLCs) should create online communities to promote teachers’ professional learning, but this topic still needs to be investigated more systematically. The purpose of this study is to develop the Online-Social-Capital Professional Learning Communities (OSC-PLC) model based on the social capital theory, social physics theory and pedagogical content knowledge theory. A mixed methods design that incorporates both quantitative and qualitative techniques was employed. Participants were twelve teachers in an elementary school in central Taiwan. Data collected for this study included posts and comments on Facebook, meeting recordings, curriculum documents and individual interviews over a three-years period. Data were analyzed based on the theory of social capital and the concept of pedagogical content knowledge. Results indicated that the driving force of this OSC-PLC model were goal-oriented to curriculum development, intervened by strategies in FB group to improve effectiveness of face-to-face meetings, and interactive by structural, relational, and cognitive social capital. OSC-PLC model corresponded with the five key characteristics of the PLC model. The teachers’ knowledge of science curricula could be connected by the intervention strategies of exploration and engagement. The knowledge of science instructional strategies and knowledge of students’ understanding of science could be refined by the strategies of social pressure and online engagement. Although changes to teachers’ knowledge of science assessment and orientation to teaching science were not salient, investigators of this study found that the teachers did exchange and combine knowledge through integrated posts in FB group. Hence, they could reflect beliefs of and orientation towards science teaching for the purpose of achieving instructional goals as well as promoting teachers’ professional growth. The implications of this study are importance to educators and policymakers who are interested in using FB group for professional development among elementary teachers.

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