社會設計取徑-融入Maker精神之教學實踐與研究

Abstract

本研究以「社會設計取徑-融入Maker精神之教學實踐與研究」，提出一年期計畫，採質性研究方法，以行動研究法為課程架構，「創客」教育理論及操作為教學方案設計的內涵（Jones, Smith, & Cohen,.2017），八斗漁村為場域，進行場域實作課程。以質性方法，進行教學成效評估，質化部分採過程評量及參與觀察法，探討大學生進入漁村聚落對個人對於漁村聚落態度的影響歷程，及社會實踐的教學經驗對於學生永續發展能力的學習與變化，以此為教學方案改進的參考，並提供大學相關場域課程設計與實踐具有研究方法及成效評估的新教學方法。 This study explored how a Maker integrated into teaching program can be applied to university general civic-education courses for encouraging students to present sustainability competence. This study adopted an action research approach, in which we interacted with 40 students who attended to thisteaching program at a university in Keelung and collected multiple data during the process. We carried on an 18-week of experimented teaching .The study process and the result were recorded with the computers . The data of the research came from this teaching assessment form, the record of the interview and learning portfolios from students, the reflective journals from the teachers. The goal was to form its own research outline according to the result of the data analysis through survey.