中文摘要
本研究透過小組合作學習，探討學生的智能風險取向，並進一步了解小組合作學習中什麼因素會影響學生智能風險取向。本研究採取不等組前後測準實驗設計，選擇研究者所任教的六年級四個班級共128人，隨機選派為實驗組與控制組各兩班，進行十三週共二個單元之小組合作學習與傳統教學，並透過智能風險取向問卷、教室錄影、教師觀察記錄、學習單、小組互評及自評表等方式收集相關資料，以了解學生智能風險取向變化的情形。研究結果發現：
一、國小六年級學生智能風險取向整體而言是頗高的。
二、國小六年級學生的智能風險取向，不會因為背景變項（是否為新移民子女、家中排行、祖籍、家中管教方式、個性、社經地位）之不同而有所差異。但就性別而言，男、女生是有顯著差異的，男生智能風險取向高於女生。
三、國小六年級學生經過小組合作學習，智能風險取向能夠顯著提昇。
四、對於提升國小六年級學生的智能風險取向，小組合作學習優於傳統教學。
五、小組合作學習中影響學生智能風險取向的因素，最主要的是分組策略的適切性，其次是學生在小組合作學習時，所負的學習責任角色，再次是團體的榮譽感及上課時間充裕與否。
最後研究者還針對研究結果在教學上及後續研究上提出幾點建議。

Abstract
This study had the goal of exploring factors in collaborative learning associated with elementary students’ intellectual risk taking (IRT) in science course. This study used the nonequivalent pretest-posttest control group design of quasi-experimental methods. The participants were 128 students from four sixth-grade classes in the elementary school author works for. Two of the four classes were assigned randomly as the experimental group while the others the control group. Collaborative learning and traditional teaching models were used to teach students two science topics in a period of thirteen weeks. The study utilized IRT reports, video recording, observation records, learning sheets, inter-group assessment, and self assessment to collect data as reference to the change of students’ IRT.
The findings were as follows.
1. As a whole, six-grade students’ IRT are pretty high.
2. Students’ ethnographic factors (born by new immigrants, the order among siblings, where their ancestors are from, home education model, personality, and social economic status) had nothing to do with their reports on IRT.
3. Collaborative learning model could significantly improve student’s IRT.
4. Collaborative learning was better than traditional teaching model in improving students’ IRT.
5. Among factors in collaborative learning that will have influence on students’ IRT, group assignment strategy was of the greatest importance, the second was role assignment within the group, and the others were the honor of group and the significance of time of classes.
Based on the findings, the author also made some suggestions for teaching strategies and subsequent research.

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