本研究探討實施網路探索協同科學寫作教學的協同行動研究中，教師教學所遭遇的困境及解決方法，以及對學生在科學學習及科學寫作上的影響。研究對象為中部一所小學六年級的一個班級34位學童，為期八週的教學，資料的蒐集包含網路探索學習單、教師群的省思日誌、觀察日誌、討論記錄及學生的科學寫作學習單等。研究結果顯示在協同教學過程中，教師群面臨的困難為：網路資料來源的多元對教學產生困擾、學生使用複製方式完成作業的不恰當心態、寫作教學策略意見的不同、學生回饋意見狀況不佳等，教師群透過協調達成共識以修正教學，解決問題。而學生在透過網路探索協同教學的方式進行學習後，學童在科學寫作上進步達顯著水準，具中高效果量。且對中學業成就組學童的改變量為最佳，差異達顯著水準，且有大的效果量。

This study investigated the encountered difficulties and solutions of teachers using Web-Quest team teaching for scientific writing, and examined its effect on students’ scientific learning and scientific writing. An eight-week class was conducted in a class of 34 sixth grade students at a primary school in central Taiwan. The data were collected from the Web-Quest learning sheets, reflective and observation journals of the teachers, discussion records, and the learning sheets used for scientific writing. The results showed that the difficulties encountered by teachers in team teaching were: diversified and perplexing information sources on the Internet, the improper habit of students copying and pasting information from web pages, divergence in strategies for teaching writing, and a lack of feedback. After coordination, the teachers had a consensus to modify the teaching approach and solve the problems. The students were then able to learn under Web-Quest team teaching, their progress in scientific writing was significant, and the size of the effect was above average. The most significant effect was in the mid-academic-achievement group, which had the largest effect size. Therefore, Web-Quest team teaching deserves further promotion in teaching.