職前科技教師的工程設計教學專業能力指標之研究
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2021
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工程設計流程在當前的科技教育中被廣泛地提起，然而對於教師該如何教學卻少有文獻探討且多仰賴在職教師的自行解讀，而這對於科技教育將成為一大缺口。也因此，本研究旨在透過德懷術，邀請15位工程設計教學專家，包含七位高中生活科技教師，及八位工程設計與科技領域教學的專家教授組成德懷術小組，以協助職前教師培養工程設計教學專業能力的角度，分析工程設計教學能力之細項內容，並有效整合科技教育學者專家與高中生活科技教師的實務經驗，以此建立一套工程設計教學專業能力指標。依據研究結果，最終本研究共進行兩回合的德懷術問卷，發展的工程設計教學能力指標包含九大面向，依序為，「界定問題」、「蒐集資料」、「發展解決方案」、「選取最佳方案」、「建構模型」、「測試」、「討論結果」、「重新設計」以及「完成設計」，同時亦依據研究結果編製34個能力指標。本次研究成果除了能協助職前科技教師了解未來在進行工程設計教學時所應注重的教學能力外，也能建立科技教育專家學者在工程設計教學的討論平台。
The engineering design process (EDP) has been widely discussed in current technology education. However, there are as yet few studies on how teachers should implement teaching in this regard. This may hence create a huge gap in technology education. In this light, this study employed the Delphi techniques and invited 15 experts on EDP teaching (including 7 senior high school teachers of technology and 8 specialists and professors for EDP teaching and technology studies) to form a Delphi group, with the aim of helping pre-service teachers cultivate their professional competence in EDP teaching, and analyzing the item contents of engineering design pedagogical competence. This study also effectively integrated the practical experiences of technology education scholars and experts and senior high school teachers of technology to construct a set of indicators of professional competence in EDP teaching. Two rounds of Delphi surveys were conducted. On the basis of the research results, the indicators of professional competence in EDP teaching that were developed included nine dimensions in the following order:"Identify the need or problem", " Research need or problem ", "Develop possible solutions", "Select best possible solution", "Construct a prototype", "Test and evaluate solution", "Communicate the solution", "Redesign" and "Finalize design". In addition, 34 competence indicators were compiled. The research results of this study may assist pre-service technology teachers in understanding the pedagogical competences they should focus on in future EDP teaching. Moreover, it may also facilitate theestablishment of a platform for technology education experts and scholars to discuss EDP teaching.
The engineering design process (EDP) has been widely discussed in current technology education. However, there are as yet few studies on how teachers should implement teaching in this regard. This may hence create a huge gap in technology education. In this light, this study employed the Delphi techniques and invited 15 experts on EDP teaching (including 7 senior high school teachers of technology and 8 specialists and professors for EDP teaching and technology studies) to form a Delphi group, with the aim of helping pre-service teachers cultivate their professional competence in EDP teaching, and analyzing the item contents of engineering design pedagogical competence. This study also effectively integrated the practical experiences of technology education scholars and experts and senior high school teachers of technology to construct a set of indicators of professional competence in EDP teaching. Two rounds of Delphi surveys were conducted. On the basis of the research results, the indicators of professional competence in EDP teaching that were developed included nine dimensions in the following order:"Identify the need or problem", " Research need or problem ", "Develop possible solutions", "Select best possible solution", "Construct a prototype", "Test and evaluate solution", "Communicate the solution", "Redesign" and "Finalize design". In addition, 34 competence indicators were compiled. The research results of this study may assist pre-service technology teachers in understanding the pedagogical competences they should focus on in future EDP teaching. Moreover, it may also facilitate theestablishment of a platform for technology education experts and scholars to discuss EDP teaching.
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工程設計流程, 職前科技師資培育, 德懷術, 工程設計教學能力指標, engineering design process, pre-service technology teacher education, Delphi, indicators in engineering design teaching