仿生案例教學對大學生自然觀察智能、類比聯想、仿生設計能力與情意態度之成效分析
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2016
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本研究於台灣北區某一科技大學環境工程系的課程中導入仿生學，探討接受「仿生案例教學」的大學生在「自然觀察智能」、「類比聯想能力」、「仿生設計能力」、「對物種與生態系統價值偏向」之提升成效。採用「不等組前測-後測設計」結合實作歷程評量進行研究。包括實驗組1接受全套仿生教學(N=43)、實驗組2接受半套仿生教學組(N=30)、控制組接受原有教科書講述教學(N=35)，三組分別進行前測、後測與延宕測，結果發現：(1)實驗介入後，二組實驗組之自然觀察智能較無法於短時間內顯著提升，長時間戶外觀察、累積飼養經驗或覺察生活細節將有助於提升自然觀察智能。(2)接受全套與半套仿生教學皆比傳統教科書講述教學，能有效提升類比聯想能力、仿生設計能力。此外，接受全套教學比半套教學在一個月後能維持較佳的延宕效果。(3)從檔案評量 A至B 觀之，學生在對應兩者之間的相似性、歸納科學原理、設計出什麼產品、畫出設計草圖仍有進步的空間。學生積極應用課程所學、課後主動鑽研專業知識、設計知識與增強後設認知，皆有助於仿生類比聯想與設計草圖構想等能力。(4) 大部分學生支持仿生學產業的發展，但必須以關照動植物、生態系與人類的福祉為前提。師法大自然來解決環境問題，學生認為具有環保商機與懷抱著希望感。(5)課程結束後，學生表示擁有更多創新解決問題的點子、興趣與好奇心並且願意繼續主動探索。
This study assessed the effects of guided biomimicry teaching of naturalist intelligence, analogical thinking,biomimicry design and environmental attitudes for Environmental Engineering students. An embedded experimental and nonequivalent pretest-posttest design was used. Experimental group 1, received complete biomimicry teaching (N=43). Experimental group 2, received one-half biomimicry teaching (N=30). The control group, received didactic teaching without any biomimicry teaching (N=35). The outcomes of the intervention was measured by questionnaires before the course (pre-test), after the course (post-test) and four weeks after (follow-up test) the intervention. The main research results are reported as follows: (1) After the experimental intervention, the post-test, follow-up test results revealed that the two experimental group cannot improve significantly in a short time of naturalist intelligence. The experience of outdoors observation, breeding animals, and observe details of life carefully were helpful to increase naturalist intelligence. (2)The two experimental groups achieved higher biomimicry design scores than the control group. The experimental group 1 students’ analogical thinking and biomimicry design scores are significantly better than experimental group 2 after four weeks.(3) View from portfolio assessment A to B, students find the difficult include of compare similarity, analysis of scientific principles, what biomimicry product design and draw sketches. Students study actively on professional and design knowledge and have meta-cognitive, could improve ability of analogy skills and design sketches. (4) Most of the student’s identify with the development of biomimicry industry, but the premise was must takes care of the welfare of biology, ecosystems and humans simultaneously. Students have business opportunity and hope to solve environmental problems based on “learning from nature”.(5) After the course, students have new ideas of environmental problem solving, also have more interest, curiosity, and active exploration to biomimicry.
This study assessed the effects of guided biomimicry teaching of naturalist intelligence, analogical thinking,biomimicry design and environmental attitudes for Environmental Engineering students. An embedded experimental and nonequivalent pretest-posttest design was used. Experimental group 1, received complete biomimicry teaching (N=43). Experimental group 2, received one-half biomimicry teaching (N=30). The control group, received didactic teaching without any biomimicry teaching (N=35). The outcomes of the intervention was measured by questionnaires before the course (pre-test), after the course (post-test) and four weeks after (follow-up test) the intervention. The main research results are reported as follows: (1) After the experimental intervention, the post-test, follow-up test results revealed that the two experimental group cannot improve significantly in a short time of naturalist intelligence. The experience of outdoors observation, breeding animals, and observe details of life carefully were helpful to increase naturalist intelligence. (2)The two experimental groups achieved higher biomimicry design scores than the control group. The experimental group 1 students’ analogical thinking and biomimicry design scores are significantly better than experimental group 2 after four weeks.(3) View from portfolio assessment A to B, students find the difficult include of compare similarity, analysis of scientific principles, what biomimicry product design and draw sketches. Students study actively on professional and design knowledge and have meta-cognitive, could improve ability of analogy skills and design sketches. (4) Most of the student’s identify with the development of biomimicry industry, but the premise was must takes care of the welfare of biology, ecosystems and humans simultaneously. Students have business opportunity and hope to solve environmental problems based on “learning from nature”.(5) After the course, students have new ideas of environmental problem solving, also have more interest, curiosity, and active exploration to biomimicry.
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仿生案例教學, 自然觀察智能, 類比聯想, 仿生設計能力, 情意態度, case-based biomimicry teaching, naturalist intelligence, analogical thinking, biomimicry design, environmental attitudes