探討設計思維能力對技術型高中生在機械工程學習表現之影響：以知識建構環境為例

Abstract

本研究旨在探討知識建構環境中，設計思維能力對技術型高中生在機械工程學習表現之影響，並了解技術型高中機械科學生之學習概念、學習方法與學習工程自我效能之關聯性，以及合作調控學習與學習投入度之關聯性。研究對象為嘉義市某技術型高中機械科三年級學生，共30人。研究方法採用準實驗研究設計，將研究對象分為兩組進行實驗教學，實驗組共18人，實施知識建構環境（知識論壇平台）課程佐以設計思維教學；控制組共12人，實施知識建構環境課程。實驗教學為期8週，每週3小時，並於課程第一週施測問卷前測、課程最後一週施測問卷後測。研究工具主要包含問卷量表：學習概念、學習方法、自我效能、合作調控學習、學習投入度、設計思維、知識建構環境、討論策略，以及知識論壇平台所記錄之數據。資料分析方法主要包含PLS-SEM結構方程模型分析與Mann-Whitney U檢定。研究結果顯示：技術型高中機械科學生之低階學習概念能負預測其教師評量之學期成績，而學生之高階學習概念能預測其深層學習方法與表層動機，此外學生之深層學習方法能預測其學習工程自我效能；合作調控學習中，學生傾向計畫能預測其認知投入度、傾向努力調節能預測其行為投入度與情緒投入度、傾向給予幫助與尋求幫助能預測其學期成績、傾向自我評估能負預測其學期成績；在設計思維教學介入方面，研究結果發現實驗組學生較控制組學生對於知識建構社群中「同儕的想法或意見是重要的」有更高的認同，而實驗組學生在面對面的討論中對自我焦慮認知顯著低於控制組學生，而在理解與互動之認知顯著高於控制組學生，且實驗組學生在所有學習投入度之認同度面向皆高於控制組學生。在社會網路分析中，實驗組學生之程度中心性 (degree centrality)與接近中心性 (closeness centrality)顯著高於控制組。最後，在108課綱正式上路的時空背景，本研究針對課程設計與規劃提出具體建議，希冀能在技術型高中機械科教學現場更有效率地執行核心素養之教學實行。

The study aims to explore the effects of applying design thinking on vocational students’ mechanical engineering learning performance in a knowledge building environment. Purposes of the study are also to understand the relationship among students’ conceptions of learning, approaches to learning, and self-efficacy for learning mechanical engineering; and the relationship between their co-regulated learning and learning engagement. The participants in this study were 30 vocational students who major in mechanical engineering. Adopting quasi-experimental design for research method, the participants were separated into experimental group (n = 18) and control group (n = 12). The experimental group was applied design thinking teaching in a knowledge building environment (knowledge forum platform) course; while the control group was applied only a knowledge building environment course. The duration of the teaching experiment was 3 hours a week for 8 weeks. First week and the last week during the course respectively measured for pre-test and post-test questionnaires. The main instruments of research include questionnaires: conceptions of learning, approaches to learning, learning self-efficacy, co-regulated learning, learning engagement, design thinking, preference of knowledge building environment, discussion strategy. PLS-SEM and Mann-Whitney U test were used as the main data analysis methods in this study. The results show that vocational students’ lower learning conceptions negatively predicted their learning performance, students’ higher learning conceptions positively predicted their deep strategy, deep motivation, and surface motivation, and students’ deep motivation and deep strategy positively predicted their self-efficacy for learning mechanical engineering. In co-regulated learning, students’ “planning regulation” positively predicted their cognitive engagement, students’ “effort regulation” positively predicted both of their behavioral engagement and emotional engagement, students’ “help-giving and help-seeking regulation” positively predicted their learning performance, however, students’ “evaluation regulation” negatively predicted their learning performance. As for the differences between applying design thinking teaching or not, experimental group more recognized that peers’ ideas are important than control group did in knowledge building environment. The experimental group’s perception of anxiety during face-to-face discussion was significantly lower than the control group. The experimental group’s perceptions of comprehension and interaction during face-to-face discussion were significantly higher than the control group. In addition, the experimental group tended to have more cognitive, behavioral, emotional, and social learning engagement than the control group did. Moreover, the social network analysis indicated that degree centrality and closeness centrality of experimental group were significantly higher than control group. Finally, as the 12-year basic education curriculum guidelines were officially implemented in Taiwan, this study proposed some suggestions for the instruction design, and hopefully implemented the teaching of core competencies in vocational high school.