為了協助視障生完成科學實驗課程並發展其科學過程技能，本研究利用資通訊科技（ICT）營造雲端協作學習環境，結合動手做實驗活動，將電腦支援協作學習（CSCL）導入視障生科學實驗課程的設計，並探討在此科學實驗課程學習活動中，視障生在13項科學過程技能的表現情形。本研究採取質性研究設計為之，以判斷抽樣方式選取中部某特殊學校視障部國中三年級學生七人為研究個案，透過課程活動錄影、教師手札、訪談、教學省思日誌、和雲端平臺紀錄五個管道蒐集研究分析所需的資料，並且以質性資料分析方法對所蒐集的資料進行分析，再以編碼者間一致性和三角校正整合分析資料，以求研究的信度和效度。研究結果顯示，視障生在科學實驗課程學習活動中，其13項科學過程技能都有機會可以展現；在課程不同階段學習活動中，視障生的科學過程技能表現情形不同；不同的科學過程技能，在不同階段學習活動中有不同的表現情形；以雲端平臺做為CSCL的協作學習環境，融入科學實驗課程設計，有利視障生發展科學過程技能。本文最後也對後續的研究和推廣，提出若干的建議。

To assist impaired students develop their13 science process skills in the process of science experiments, this research created a cloud-based collaborative learning environment using information and communication technology (ICT). We combined the cloud-based collaborative learning environment with hands-on into science experiment courses and investigated students' performance of 13 science process skills during the course. Qualitative method was adopted and 7 the ninth grade impaired case students were involved in this course using judgment sampling. Multiple research data collected from Videos, classroom field notes, transcripts of interview, reflection notes, and cloud platform discussions/report. Intercoder reliability and triangulation were used as a qualitative research strategy to test reliability and validity. As results shown, impaired students had opportunities to use 13 science process skills in the process of science experiment course and they selectively used process skills in different learning activities. Science experiment course design with the cloud-based collaborative learning environment was favorable for developing students' 13 science process skills. Based on our findings, possible directions for future research and instructional promotion are proposed.