翻轉教室已被證實對於學習有正向的幫助，讓學生在課堂時間能在教師及同儕的協助及互動中進行更有效的討論及練習。學者進一步指出，若能在翻轉教室中融入適當的學習策略，對於提昇學習成效將有更大的助益。因此，本研究嘗試導入概念圖和預測-觀察-解釋（Predict–Observe–Explain, POE）教學策略，作為翻轉教室的輔助策略。為瞭解此學習模式的應用成效，本研究開發了一套結合概念圖與POE策略於翻轉教室的學習系統，並採用準實驗設計，針對國小五年級自然課程的水溶液單元進行實驗。參與實驗的學生來自三個班級，分別指派為實驗組1、實驗組2及控制組。實驗組1運用結合概念圖與POE策略於翻轉教室，實驗組2運用POE策略於翻轉教室，控制組學生則運用一般翻轉教室學習。本研究結果證實，結合概念圖與POE策略於翻轉教室，比運用POE策略於翻轉教室與一般翻轉教室相比更能夠提升學生在自然科學習成效、內在動機、批判思考能力以及自我效能。

Flipped classroom has been recognized as being an effective learning mode. It enables more interactions between students and teachers in the class, such that students can received assistance from peers to make discussion and practicing more effective. Scholars have pointed out that flipped classroom have good potential in promoting students’ learning performance if appropriate learning strategy is adopted. Therefore, this study attempts to integrate the concept map and POE (Predict, Observe, Explain) strategy into a flipped classroom. In order to examine the effectiveness of this proposed approach, a learning system that combines the concept mapping and POE strategy is developed for flipped classrooms. Moreover, a quasi-experimental design has been conducted in the “aqueous solution” unit of the fifth grade nature science course. The participants were fifth graders from three classes, who are assigned to two experiment groups and a control group. Experimental group 1 learned with the integrated concept mapping and POE strategy in the flipped classroom. Experimental froup 2 learned with the POE strategy in the flipped classroom, while the control group learning in the conventional flipped classroom. The results show that the integrated concept mapping and POE strategy is more effective than the POE strategy and conventional learning in the flipped classroom in terms of improving students’ science learning achievement, intrinsic motivation, tedency of critical thinking, and self-efficacy.

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