利用鷹架理論奠基學思達教學法協助學生熟悉熱力學基礎

Abstract

熱力學課程是機械相關科系在熱和能源領域相關的基礎，以能量中的熱為主要觀點出發的基礎科學，其中「熱力學一」是熱力學一學年課程中的基礎，講述和定義「能量」或者是「熱」等無法直接觀察到的東西，是一種抽象的概念，學生對於這類非直觀的事物會呈現吸收較差甚至部分學生會有些抗拒。同時現在教授的學生是3C世代長大的，擁有天賦在廣度大直覺且簡單的內容反應很快，對於需要花時間深探摸索且需要用到數理推導的課程需要更多時間來教授。另外搭配現在16+2週的多元授課模式，在有限時間的限縮下要用更有效率的方法才能完成以前教授的部分。本次教學實踐研究計畫內容主要把重點放在抽象觀念比較多的「熱力學一」，期望讓學生經過「鷹架理論」奠基「學思達」教學法後可以把抽象的觀念經過引導後具象化，經過鷹架理論的支援，內化轉換後知道怎麼運用這些觀念，使得學生能夠讓學生成果沒有落差的反映在檢核項目上，同時可以讓學生經過這門課程後對於相關內容的深度和廣度資訊都可以獲得滿足進而提升學習成效。實際運作後大體方向可以呈現但細節和進度安排需要重複運作調整。 The courses in thermodynamics are fundamental for mechanical-related disciplines in the field of heat and energy, emphasizing the foundational science based on the perspective of heat within energy. 'Thermodynamics I' forms the basis of a year-long course, defining abstract concepts such as 'energy' or 'heat,' which cannot be directly observed. Students often exhibit poorer absorption and, in some cases, resistance toward comprehending these non-intuitive concepts. Moreover, the students being taught belong to the 3C generation, characterized by a natural inclination toward broad, intuitive, and straightforward content, responding swiftly. However, courses that require in-depth exploration and involve mathematical reasoning demand more time for instruction. Considering the current teaching format of 16+2 weeks, time is constrained, requiring more efficient methods to cover previously taught material. This instructional research project primarily focuses on the more abstract concepts in 'Thermodynamics I.' The aim is to guide students through the 'instructional scaffolding' using the ’sharestart' method to help them visualize abstract concepts and internalize their understanding. Supported by the instructional scaffolding, students can transform these concepts internally and understand how to apply them effectively. This approach ensures that students’ learning outcomes align without discrepancies in assessment criteria. Simultaneously, it enables students to achieve satisfaction in the depth and breadth of related content after completing the course, thereby enhancing overall learning effectiveness. The overall direction can be presented after actual implementation, but the details and timeline will require repeated adjustments through ongoing operations.