自造實驗室學習滿意度調查-以新北高工為例

No Thumbnail Available

Date

2017

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

2016年教育部國教署自造實驗室推廣計畫共有13所高級中等學校參與,並於校內建置自造實驗室,其中新北高工在參與教育部國教署計畫之前已配合新北市教育局推廣自造者運動,希望藉由3D印表機等數位工具製造東西培養學生創意自造的精神。 新北高工為建置自造實驗室指標性學校,因此設備與空間規模為最完善的學校之一。本研究是在探討新北高工曾使用自造實驗室的學生其學習動機與學習滿意度,以問卷調查法抽樣調查105學年度日間部職業類科曾使用過自造實驗室的學生,問卷內容包括基本資料、使用情形、學習動機和學習滿意度等四個變項。所得的問卷資料以SPSS統計軟體進行描述統計、相關性分析、差異性分析等。研究結果顯示: 一、新北高工未滿四成的學生曾使用過自造實驗室,學生使用的次數與時數偏低。 二、新北高工曾使用自造實驗室的學生其學習動機程度普遍偏高。 三、新北高工曾使用自造實驗室的學生其學習滿意度普遍偏高。 四、學習動機取向的「求知興趣」與「追求成長」在不同年級的學生之間有顯著差異。 五、學習滿意度在「教師教學」與「硬體設備」在不同科別的學生之間有顯著差異。 六、新北高工曾使用自造實驗室的學生其學習動機愈高則學習滿意度愈高。 最後,根據本研究發現與結果,對教育主管機關、學校計畫負責教師及後續研究者,提出建議。
In 2016, thirteen senior high schools participated in the Fab Lab promotional program of the K-12 Education Administration, Ministry of Education, and built “Fab Lab” in their schools. The New Taipei City Industrial Vocational High Schools (NTCIVHS) have previously participated the Maker Movement promoted by the Board of Education, New Taipei City Education Department, before participating in this program in hope to cultivate student creativity through 3D printers and other digital tools. The NTCIVHS are the most complete schools for in-built “Fab Labs” in terms of space and facilities. This study aims to investigate the learning motivation and satisfaction of the 105th school year students who have utilized the “Fab Labs”, through questionnaire survey methodology. The survey includes three variables: basic information, learning motivation and learning satisfaction. The data were mostly analyzed by SPSS statistical software, correlation analysis and difference analysis. The results have shown that: 1. Less than 40% of students have used laboratories, students use less time. 2. The learning motivation of students of NTCIVHS that uses “Fab Lab” is generally high. 3. The evaluated learning satisfaction of the students of NTCIVHS is generally high. 4. The learning motivation significantly differs with respect to external expectation, cognitive interest and desire for improvement in students of different backgrounds. 5. Learning satisfaction in relation to teacher’s teaching and hardware facilities differ significantly in students of different backgrounds. 6. The more motivated students of NTCIVHS were to utilize the “Fab Lab”, the higher their learning satisfaction. Finally, based on the findings and results, specific suggestions for schools, teachers and researchers are proposed.

Description

Keywords

自造實驗室, 自造者運動, 3D印表機, 學習動機, 學習滿意度, maker fab lab, maker movement, 3D printer, learning motivation, learning satisfaction

Citation

Collections