本研究目的在探討結合即時反饋系統（Interactive Response System, IRS）之同儕教學法（Peer Instruction, PI）和僅使用IRS的教學法，對於國小四年級學童學習風險承擔（ Intellectual Risk Taking, IRT）之影響。採不相等控制組設計，以台中市某國小四年級學童兩個班共56人為研究樣本，其中一個班級為IRS+PI組（29人），另一個班為IRS組（27人）。IRS+PI組接受為期九週的IRS+PI教學法，IRS組則使用IRS為教學輔具的教學法。教學介入前一週，兩組學生均接受研究者自編之「學習風險承擔量表」前測，並於實驗教學結束後於一週內進行後測。另外亦將對本校四年級其他班級進行「學習風險承擔量表」前、後測，以當作為實驗結果對照之用。
研究結果發現：
一、 結合IRS之同儕教學法及僅使用IRS的教學法應用於自然與生活科技領域教學有助於提升學生之學習風險承擔意願，其教學結果顯著優於傳統教學。
二、 結合IRS之同儕教學法與僅使用IRS教學法對提升學生在自然與生活科技領域學習風險承擔未達顯著差異。
三、 不論以結合IRS之同儕教學法或僅使用IRS的教學法應用於自然與生活科技領域教學，使用同一種教學模式對於男、女生及低、中、高學習成就學生之間未達顯著差異。

A pretest-posttest quasi-experimental study was conducted to investigate the effectiveness of Interactive Response System (IRS) combined with Peer Instruction (PI) (IRS+PI), and only using IRS in promoting the Intellectual Risk Taking (IRT) of elementary school students. The subjects were six fourth-grade classes. There were 29 students in the IRS+PI class, 27 students in the IRS class, and the other four classes were taught using the traditional method (no IRS or PI, n=115). All classes were taught during the intervention period lasting nine weeks altogether. All the samples were conducted pre- and post-IRT-test.

The main findings of the study are as follows:
1. Both the IRS+PI and the IRS teaching method increased the fourth grade students’ willingness to take intellectual risk when learning science.
2. There were no significant difference on students’ IRT between the IRS+PI and the IRS class.
3. Both teaching methods had no significant difference between males and females in the class, and had no significant difference among high, middle, and low level groups in the class.

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