世界變革速度愈來越快，具學習力且能跨域學習進而創造新的知識，以解決當今所面臨的問題成為關鍵，解決問題所需的能力「批判性思考」，也是近年來最重要的技能之一，其內涵包含認知和情意，如今認知技能（認知）已累積豐富之研究結果，然而，情意面向長期受到忽略。再加上二十一世紀最重要的議題即是預防能源危機，透過素養教育的實施，建立學生的節能意識並培養具備上述問題解決的能力。
本研究採個案研究，以13位小學中高年級的學生為研究對象，運用知識翻新理論與知識論壇的輔助，探討知識翻新活動對於學生在能源教育議題中的批判性思考成效，同時細探認知與情意學習的發展與關係。期望學生能針對能源議題提出真實的問題、質疑他人想法並形成論點；蒐集與分析資料、擬定研究計畫、創作能源屋。研究方法採質量混合，以小學能源知識大會考與批判性思考自我評估量表進行前後期施測，及半結構式的訪談；將知識論壇的語料依據認知目標層次與情意目標層次進行分析與歸納，呈現認知與情意學習的歷程。
研究結果發現：知識翻新教學與知識論壇的輔助有助於提升學生想法之間的活動量、質量；知識翻新之教學策略有助於提升學生的認知層次與情意層次；而兩者目標層次的提升與批判性思考具有正相關性。也就是說學生不僅能運用所學解決遇到的真實問題；並培養樂在學習的積極態度；同時，情意表現會影響認知表現，兩者相輔相成。

The speed of change in the world is getting faster and faster. The ability to learn and interdisciplinary learning to create new knowledge is the key to solving the problems faced today. The ability to solve problems is "critical thinking" and one of the most important skills in recent years. It includes both cognition and affect, and the research on cognitive skills (cognition) has accumulated rich research results, however, the affective aspect has been neglected for a long time. In addition, the most important issue in the 21st century is the prevention of energy crisis. Through the implementation of literacy education, students can build up energy-saving awareness and cultivate the ability to solve the above problems.
The research adopts a case study, taking 13 primary school students from 3rd grade to 6th grade as the research object. Using Knowledge Building theory and Knowledge Forum to explore the effectiveness of Knowledge Building activities on students' critical thinking on energy education issues. At the same time, the development and relationship between cognition and affective learning are explored in detail. It expects students to ask real questions about energy issues, question others' ideas, form arguments, collect and analyze data, formulate research projects, and create energy houses. The research adopts mixed-methods. In the early and late period, by implementing the test of energy knowledge in the primary school, the scale of Critical Thinking Self-assessment and semi-structured interview. The language materials on the Knowledge Forum is analyzed and summarized according to the cognitive level and the affective level, and the process of cognitive and affective learning is presented.
The results of the study found that Using Knowledge Building activities and Knowledge Forum can help improve the activity and quality of students' ideas; the teaching strategy of Knowledge Building helps to improve students' cognitive level and affective level; and the improvement of the two levels is positively correlated with critical thinking. In other words, students can not only apply what they have learned to solve real problems they encounter, but also develop a positive learning attitude. At the same time, affective performance affects cognitive performance, and the two complement each other.

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