高中生複雜問題解決能力量表之發展

Abstract

為提升學生適應未來能力，教育部提出21世紀關鍵能力，其中包含複雜問題解決能力，常見的複雜問題包含工程問題，而複雜工程問題大多需要透過工程設計將問題分析並解決。臺灣高中階段的科技課程即包含工程設計為主軸的專題實作課程，目標為培養學生知識與能力的整合，讓學生進行系統性的思考，與複雜問題解決所需能力有相符的部分。為使高中生在學習工程設計的流程時能與生活會遇到的複雜問題做連結，提早了解工程問題與複雜問題的關聯對未來實際應用工程設計流程會有所幫助。因此本研究以臺灣高中階段科技教育工程設計實作專題為背景，旨在發展一份高中生複雜問題解決能力之量表，探究學生透過工程設計實作專題課程的學習，會具備哪些複雜問題解決能力。本研究邀請3位科技教育專家組成內容審查小組，以協助完成量表的指標及題項審查，發展量表的形式能帶入各個實作活動，方便不同單元使用。為使高中生清楚作答，本研究以橋梁結構的工程設計專題實作課程為情境導入，在學生完成橋梁實作後可依照學習的結果量測自己複雜問題解決能力。最終發展的複雜問題解決能力指標包含六大構面，依序為「目標解構」、「探究並提出假設」、「動態預測」、「計畫與決策」、「監控與評估」以及「自我反思與調節」，同時亦依據研究結果編制13項能力指標。

The study aims to develop a scale for assessing high school students’ complex problem-solving skills. Complex problem-solving is one of the key competencies of the 21st century. Common complex problems include engineering problems, and most of them require problem analysis and solution through engineering design. The goal of engineering design-based thematic practical courses is to cultivate the integration of students' knowledge and abilities and to allow students to think systematically, which aligns with the abilities required for complex problem-solving. To enable high school students to connect with the complex problems they will encounter in life when learning the engineering design process, understanding the relationship between engineering problems and complex problems early will be helpful for the actual application of the engineering design process in the future. This study invited three technologyeducation experts to form a content review team to assist in completing the index and item review of the scale. This study uses the course on the engineering design of bridge structures as the context introduction. The finally developed complex problem-solving skills include six major aspects, namely"goal deconstruction", "exploring and proposing hypotheses", "dynamic prediction", "planning and decision-making", "monitoring and evaluation" and "self-reflection and adjustment", and also compiled 13 indicators based on the research results.