設計思考融入國中生活科技機構玩具課程之成效探究

Abstract

設計思考強調運用工具與方法解構複雜問題；十二年國民基本教育課綱中的科技領域，亦著重於培養學生的科技素養與問題解決能力。基於設計思考與課綱精神之高度契合，且設計思考歷程應用於台灣生活科技課程之相關研究仍屬少見，故本研究旨在探討設計思考歷程實踐於國中生活科技課程中的學習成效，並以「機構玩具」為實作主軸進行教學與研究。課程設計整合IDEO與Stanford d.school的設計思考歷程，引導學生從使用者需求出發，發展創意並完成具特色主題的機構玩具作品。研究對象為新北市某國中八年級學生共75人（男生34人、女生41人），課程為期16週，每週1節課。資料蒐集採質性與量化並行，包含前後測問卷、觀課紀錄表、教師觀察省思、課程學習單、設計思考討論工具、實作成品及課後反思自評表。研究結果顯示學生於課程後的學習成效，包含：（1）學生能理解並掌握課程中所需之知識內容；（2）學生開始建立以人為本的設計觀點；（3）學生展現創意的發散與收斂整合能力；（4）學生能將想法具體化，並於實作歷程中培養科技素養；（5）學生展現反覆修正與問題解決能力。教學建議包括：運用生活情境與實例引導學生建構課程知識、強化設計思考工具的操作示範與應用策略、適時提供思考鷹架、於測試與修正階段規劃充足時間、延伸反思與觀摩活動。

Design thinking emphasizes the use of tools and methods to deconstruct complex problems. Similarly, the Technology Curriculum in Taiwan’s 12-Year Basic Education Guidelines focuses on cultivating students’ technological literacy and problem-solving abilities. Given the strong alignment between the core principles of design thinking and the curriculum, and the relatively limited research on applying design thinking processes in Taiwan’s Living Technology education, this study aims to explore the learning outcomes of implementing design thinking in junior high school Living Technology courses, using “mechanism toy” as the primary focus of hands-on practice.The course design integrates the design thinking frameworks of IDEO and Stanford d.school, guiding students to develop creative ideas based on user needs and complete mechanism toy projects with distinctive themes. The participants were 75 eighth-grade students (34 boys and 41 girls) from a public junior high school in New Taipei City. The course spanned 16 weeks, with one class per week. Data were collected using both qualitative and quantitative methods, including pre- and post-course questionnaires, classroom observation records, teacher reflection notes, learning worksheets, design thinking discussion tools, final products, and post-lesson self-evaluation forms.The results revealed the following learning outcomes: (1) students understood and acquired key knowledge from the course; (2) they began to develop a human-centered design perspective; (3) they demonstrated the ability to both diverge and converge ideas creatively; (4) they translated ideas into tangible outcomes while developing technological literacy through hands-on work; and (5) they showed iterative revision and problem-solving skills. Teaching recommendations include: using real-life contexts and examples to help students build course knowledge; strengthening demonstrations and strategic use of design thinking tools; providing timely scaffolding; allowing adequate time for testing and revision; and extending reflection and peer observation activities.