本研究以準實驗研究法探討學生經水資源課程後其決策能力與水資源相關概念改變情形。研究對象為台北縣某三所高中一年級之學生，有效樣本共32人。研究工具為水資源課程、學習單、水資源相關概念測驗、決策能力測驗、閱讀能力測驗等。整體而言，在課程前後學生的水資源相關概念有顯著差異，且決策能力也有顯著進步。此結果可能與課堂中使用拼圖式合作學習有關，學生透過專家小組討論後回到原小組分享，而彼此協助獲得水資源相關概念，如此過程讓每位小組成員可以透過討論的方式獲得不同領域的概念，有助於小組進行決策。本研究亦利用閱讀能力測驗區分不同閱讀能力的學生在課程後的概念理解是否存在差異，結果顯示不同閱讀能力學生水資源相關概念改變情形並無顯著差異，可能是因為學生除了透過閱讀獲得水資源相關概念，在合作學習環境中，也可透過討論分享水資源相關概念，彰顯出拼圖式合作學習可以讓不同閱讀能力學生精熟水資源議題中涉及的生態、氣象和地質等領域的知識。對於複雜環境議題的學習，建議採行拼圖式合作學習的策略，來促進學生針對議題作決定時所需多個領域知識的獲得，以提昇學生進行決策的效能。此外，本研究運用地理資訊系統軟體(My World GIS)導入環境議題的學習，可以有效管理和呈現數據資料，讓學生依據自定的判斷標準進行評估時，可以迅速取得適當的資料來做決策。最後，經由分析學生在課堂所填寫的學習單，發現若在「訂出正確的判準」階段考慮周詳的小組，在「評估」與「決定」階段的表現也會比較好。綜合上述發現，在訂出正確的判準時所需的背景知識可先經由拼圖式合作學習來獲得，再輔以地理資訊軟體提供有效查詢資料的介面協助學生進行評估和做決策。因此，本研究所營造可提升學生對水資源議題進行決策的學習環境，已達到培養學生決策能力的成效。建議未來對複雜環境議題的相關研究，可以嘗試將GIS相關軟體融入拼圖式合作學習來培養學生的決策能力。

This study is to examine the changes of students’ decision making abilities and conception in water resources after conducting a well-designed course. The valid sample included 32 tenth graders at Taipei County. The research instruments included the conceptual understanding test, worksheets and the reading comprehensive test. The main results indicated that student’s decision making abilities and conceptual understanding of water resources were significantly improved after the course. It is possibly because students shared their gained knowledge with their group-mates through Jigsaw II cooperative learning, and developed their decision making abilities through enlightenment of guidelines in activity sheets. We also found that students with different reading comprehensions performed no significant difference in conceptual understanding and decision making abilities after the intervention. The possible explanation of this finding is that students learn from each other in small-group discussions. Moreover, we infuse “MyWorld GIS” which manages and represents real data into water resource course. It helps students select organized data to judge the options based on the criteria, and view the data across more than one layers in a way of spatial distribution. Overall, this kind of technology infused course promoted students’ conceptual understanding and decision making abilities in environment relative issues. Therefore, it is suggested that using real data (e.g.: GIS software) and appropriate instructional designs (e.g.: the decision- making approach) would promote students’ learning about environmental knowledge.

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