國中生科技問題解決歷程與能力指標之建構研究

Abstract

問題解決一直是備受關注的議題，在教育領域中，解決問題有許多研究採用不同的教學策略，但鮮少研究針對科技問題解決歷程中的行為表現以及欲達到的目標來論述與評量。因此，建立一套完整的科技問題解決歷程與能力指標有其必要性。緣此，本研究透過德懷術之研究方法，邀請6位科技領域之專家以及6位現職中等學校生活科技教師組成德懷術專家小組，協助建構完整的科技問題解決歷程及每個步驟中具體的能力指標，幫助教師在進行問題解決教學時，能夠引導學生以達到問題解決的能力指標。本研究最終進行三回合德懷術問卷調查，將科技問題解決歷程分為7個步驟，分別為「界定與分析問題」、「蒐集與分析資料」、「發展設計構想」、「選取最佳設計方案」、「擬訂製作計畫」、「製作成品」、「測試、評鑑、改進」，以及28個能力指標。最後，針對問題解決歷程與能力指標給予實際教學上的建議與應用，並提出未來研究可參考之方向。

Problem solving has always been a topic of interest. In the field of education, there are many studies of the different strategies used to teach problem solving, but few that focus on behavioral performance and the goals to be achieved in the process of technological problem solving. Therefore, it is necessary to establish a complete set of technological problem solving process and ability indicators. Therefore, this study is based on the research method of Delphi technique. Six experts in the field of technology education and six middle-school incumbent technology education teachers formed a team of Delphi to help develop a complete technological problem solving process with specific ability indicators in each step. The ability indicators help teachers to instruct students in problem solving hence guiding them to achieve these indicators. Eventually, the study was conducted three round Delphi questionnaire. The technological problem solving process consisted of following seven steps: (1) defining and analyzing problems, (2) collecting and analyzing data, (3) developing design ideas, (4) selecting the best design solutions, (5) planning for making, (6) making products, and (7) testing, evaluating, and revising solutions with a total of 28 ability indicators. Finally, practical teaching suggestions and applications for the technological problem solving process and ability indicators are given, and directions for future research are pointed out.