洪瑞璇曾正宜Jui-Hsuan Hung, Jeng-Yi Tzeng2020-09-032020-09-032018-06-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/109366許多工程教育研究認為專案導向式學習（project-based learning, PBL）可促進性別容納、改善性別區隔困境，但多為學理論述，缺少實徵資料佐證。本研究藉由解析女性在專案歷程中的觀點與學習經驗，探討PBL是否呼應性別容納精神，或實則再製男性主導文化。在一門大學工學院PBL課程中，透過小組專案歷程影片與文件報告資料的分析，以及與六名女學生的深入訪談，從女性視角來描繪PBL學習經驗。研究發現，女性學習者對PBL課程設計理念抱持正向態度，但充滿性別刻板期望的社會文化結構仍透過小組性別互動權力關係，鞏固並再製工程教育男性主導文化，而阻礙性別容納。本研究最後並提出有關工程教育PBL課程及後續研究之相關建議。Many engineering educators claimed that project-based learning (PBL) provides gender inclusive learning environment for learners, from which women can benefit especially in studying traditionally male-dominant subjects such as engineering. Unfortunately, most of these claims were not supported by empirical evidences. We examined such claims by delving into women’s perspectives on a team-based PBL course offered for first-year undergraduate students by School of Engineering in a university in northwestern Taiwan. We thoroughly examined videos and reports from team activities, and conducted in-depth individual interviews with 6 female students. We found that female participants were positive about the PBL in general, but still felt the pressure of male-dominance in group interactions, which replicated gender bias from the social and cultural stereotypes. Suggestions were made for future design and implementation of PBL in engineering courses.女性工程學習性別容納式科學教育專案導向式學習模式female students in engineering studygender-inclusive science educationproject-based learning