學者指出，在真實學習情境中，透過行動、無線通訊及感應技術輔助學生進行學習任務，可以提昇學習成效。在探究活動中，特別需要好的學習引導策略，而擬題策略已被證實是可以在探究過程促進學生知識統整的高層次認知策略。然而，學者也指出，擬題活動對於多數同學來說，是一個較難的學習任務，如果沒有適當的輔助，可能會造成學生很大的認知負荷，同時，過去的研究也發現，運用視覺化的知識表徵，有助於幫助學生進行高層次的思考；因此，本研究嘗試導入概念構圖知識表徵模式，作為擬題活動的輔助策略。為了瞭解這個學習模式的應用成效，本研究開發一套基於多層次概念構圖擬題引導策略之無所不在學習系統，並採用準實驗設計，針對國小五年級自然課程的植物單元進行實驗。實驗組學生運用基於多層次概念構圖擬題引導策略之無所不在學習系統進行學習，控制組學生運用一般擬題引導策略之無所不在學習系統進行學習。
研究結果顯示，採用「基於多層次概念構圖擬題引導策略之無所不在學習模式」的學生，相較於採用「一般擬題引導策略之無所不在學習模式」的學生，能顯著提升學習成就與擬題品質，但在認知負荷、後設認知察覺傾向與科學學習方法則無顯著差異。

Scholars point out that students carry out learning tasks in learning environments via mobile devices, wireless communication and sensor techniques, can improve students' learning effectiveness. In inquiry learning activities, especially good learning strategy guides are needed, the problem-posing strategy have been proved to be high-level cognitive strategy that can promote students' knowledge integration in inquiry process. However, scholars also pointed out that the problem-posing activity is a difficult task for most students. Without proper assistance, students may have a large cognitive load. At the same time, past research also found that the use of visual knowledge representations helps students to think at a high level; therefore, this study attempts to import the concept mapping knowledge representation model as an auxiliary strategy for the proposed activity. In order to understand the application effect of this learning model, this study developed an ubiquitous learning system based on multi-level concept mapping and problem-posing approach, and used quasi-experimental design to conduct an experiment on the plant unit of the 5th grade natural science curriculum for an elementary school. Students in the experimental group used the ubiquitous learning system based on multi-level concept mapping and problem-posing approach, and students in the control group used the ubiquitous learning system based on problem-posing approach to learn.
The result showed that students who adopted the ubiquitous learning system based on multi-level concept mapping and problem-posing approach could significantly improve their learning achievement and the quality of the problem posing performance, compared with students who adopted the ubiquitous learning system based on problem-posing approach. There was no significant difference in cognitive load, meta-cognitive awareness, and science learning strategies.

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