運用概念圖提升國中學生設計思考能力之行動研究

Abstract

本研究旨在探討概念圖對於七年級學生設計思考能力之影響。本研究運用概念圖在設計思考步驟中最抽象的地方：定義問題（Define）步驟及發想（Ideate）步驟，教師以概念圖的形式提供學生學習的鷹架，讓學生結構化設計思考的歷程，以提升七年級學生的設計思考能力。本研究重視教育工作者的實務改進，故採取行動研究法，透過省思札記、觀課紀錄、研究參與者訪談錄音檔及課程文件進行分析。主要參與對象為臺北市某國中之30位七年級學生，依照研究方案之三個循環，進行共計九節課的課程。經過課程實施後，研究結論如下：壹、概念圖融入設計思考課程的教學改善與可行性一、概念圖融入設計思考課程具有可行性，為了增加學生練習時間，建議在設計思考活動前實施。二、運概念圖做為評量方式能有效掌握學生學習狀況。三、資訊化概念繪圖能提供學生完成概念圖的效率。貳、概念構圖有助於學生進行收斂思考，但對發散思考的幫助有限一、概念構圖能協助學生進行分析，有助於收斂解決方案。二、發散思考需要更多聯想力，建議額外提供工具引導學生。參、概念圖融入課程有助於學生彼此看見彼此的思考歷程一、合作式概念圖能有效提供小組設計思考效率。二、提供視覺化的圖像有助於學生思考及回顧歷程。This study aims to examine the influence of concept maps on students’ design-thinking ability. In this study, the concept maps were utilized in the most abstract aspect of design thinking—the steps of defining and ideating. Teacher provided students with the scaffolding of concept map to facilitate constructing the process of design thinking, and to improve the design thinking ability of the seventh graders.This study put emphasis on instructors’ improvement of teaching practice throngh the Action Research. Data collected for analysis include reflective journals, classroom observation forms, recording files of participants’ interviews, and class materials to conduct the analysis. A total of 30 seventh graders in a junior high school in Taipei city were invited to participate in this study. The major findings are summarized as follows:I.The improvement and feasibility of the integration of concept map in the design-thinking courses.1.The integration of concept map in the design-thinking course was found to be feasible. To lengthen students’ practice time, it is suggested to put the concept map into practice before designing thinking activities.2.It was helpful to have a clearer understanding of students’ learning situation when using concept map as the tool for assessment.3.The informatization of concept mapping was found effective in increasing students’ efficiency of completing concept map. II.Concept mapping facilitated students’ Convergent thinking but had limited improvement of the divergent thinking. 1.Concept mapping can help students to analyze and converge solutions. 2.Divergent thinking is more ideational. It is suggested to provide another tools to guide students. III.The integration of concept map in the course was of assistance in students’ mutual perception of the thinking process. 1.Collaborative concept map could effectively enhance the design-thinking ability ingroups. 2.Offering visualized figures was of actual assistance in students’ thinking and reflective process.