國立臺灣師範大學工業教育學系洪榮昭李大偉2014-10-302014-10-302008-07-31http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/35023科學探究式學習在現場環境最能培養實務性智慧，而已往現場性的探究式 學習大多是生態戶外教學。本研究試圖以STS 精神，以民生用品(肥皂、麵包) 生產工廠為教學資源平台，進行製程與產品導向之探究科學與科技學習。本研究 計畫以南僑桃園水晶肥皂工廠及中壢麵包廠為學習基地，用探究式教學方式在學 生思考混沌中給催化或挑戰而產生思考點子，因而命名整合計畫為水晶計畫。本 計畫規畫為期三年，第一年先進行探究式教學模組的建立，第二年為教學模組之 教師手冊編撰及種子教師訓練，第三年則以種子教師推動以工廠為教學資源中心 的探究式教學。 本計畫以探究式教學為主軸，在探究過程中，學生的批判性思考和創造性 思考將可練習而增強。另外，網路知識支援學習系統將在本研究建立，以擴展學 生在麵包製造與肥皂製造中的知情擷取與創造。因而本計畫共有五個子計畫：1. 不同探究式學習研究；2.製程導向探究式教學研究；3.產品導向探究式教學研究； 4.網路知識擷取系統建構與自我規範學習研究；5.數位知識創造發展與電子書應 用之研究。期盼本研究成果可以提供在工廠科學探究式學習的新方式，增進社會 資源的應用，並提昇參與此種以工廠為教學資源中心之學生在科學的探究精神， 及其批判與創造思考。The purpose of this study is to investigate application of 「inquiry-based science and technology teaching」 from a STS and process/product-oriented approach. Different from traditional inquiry-based teaching often used in outdoor nature science classes, the researches of this study chose two factories (Nan-Chiao Soap Factory in Tao-Yuan County and a bread factory in Chung-Li City, Taiwan) as the learning settings for students participating in the project. The project design aims to catalyze students』 thinking process while students strive to clarify and solve problems encountered in the inquiry-based learning settings, thereby giving the study its unique name: 「Catalytic Project.」 The three-year project is divided into the following three stages. 1) First year: establishment of inquiry-based learning models; 2) Second year: completion of teacher』s manual and teacher training; 3) Third year: implementation of inquiry-based learning in factory settings by teachers who completed training. Therefore, the integrates catalytic project is consists of five sub projects: 1. Research on different kinds of inquiry-based learning models; 2. Research on process-oriented inquiry-based technology learning；3. Research on product-oriented inquiry-based science learning；4. Establishment of Web knowledge acquisition system and the effectiveness of self-regulated learning；5. Development of digital knowledge creation. Besides, the integrated role of the catalytic project, the project aims to help students develop critical and creative thinking skills with inquiry-based learning. Internet-aided learning system will also be established in and applied to the learning environment in order to help students generate knowledge and expand scope of creative activities. By optimizing resource integration and motivating students to engage in creative and critical thinking, the researchers seek to provide an innovative approach to inquiry-based classes in factory setting with results of the project.inquiry-based learningscience learningtechnology learningreasoningthinkingcritical thinkingcreative thinkingmanufacturing learningout-doorlearning