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題名：國小Maker科技課程之發展與成效評估之研究
作者：葉俊巖
作者(外文)：YEH, CHUN-YEN
校院名稱：國立高雄師範大學
系所名稱：工業科技教育學系
指導教授：羅希哲
學位類別：博士
出版日期：2018
主題關鍵詞：自造者；核心素養；科技教育；課程轉化；Maker；Core Competence；Technology Education；Curriculum Transformation
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Maker運動讓「動手做」的議題重新受到關注，更進一步使「動手做」提升到「共同創造」的層次。目前教育實證研究的成果，賦予素養導向課程改革新的方向，但這些成果多屬單一面向，欠缺對Maker核心概念完整的論述。
故本研究之目的，先確立國小Maker教育的核心概念，據此建構國小Maker教育指標，並提出國小Maker教學模組，最後以實驗教學驗證其有效性。
為達上述目的，分三階段歷程進行，第一階段以模糊德菲法針對產、官、學、研共12位專家，透過問卷調查的方式進行國小Maker教育指標的建構；第二階段提出國小Maker課程設計模式，發展國小Maker教學模組，針對5位科技教育專家進行問卷調查，建立課程內容效度；第三階段針對國小5年級學生2個班共47人，進行16週的實驗教學，採行動研究法、測驗法、觀察法，分析學生參與國小Maker教學模組後的學習成效。
本研究歸納出下列結論：
一、本研究建構之國小Maker教育指標，含動手實踐、團隊合作與知識分享3個構面、7個向度及20個指標，適用於國小教學場域。
二、本研究發展之國小Maker教學模組，其課程內容符合國小Maker教育指標與十二年國民教育新課綱的核心素養，適合於國小高年級彈性學習課程實施。
三、國小Maker教學模組有助於學生在Maker動手實踐中的理論知識、實作應用與自造心態向度的的學習成效。
四、國小Maker教學模組有助於學生在Maker團隊合作中的個人參與和團隊互動向度的學習成效。
五、國小Maker教學模組有助於學生在Maker知識分享中的分享方式與分享動機向度的學習成效。
Because of the “Maker” movement, the topic of “do it yourself (DIY)” has regained public attention and been brought to the level of “common creation.” The empirical studies of Maker Education at present lead a brand new way in the competence-orientated curriculum reform. However, those studies emphasize the enhancement of learners’ abilities after undertaking the curriculum. Few of them have been conducted on the overall core concepts of makers.
Therefore, the purpose of this research aims to define the key competences of Maker Education, so as to construct the competence indicators of Maker Education in elementary schools. Then it develops a teaching module of Maker Education, which the effectiveness is verified through the process of action research.
The research process included three stages. First, the Fuzzy Delphi Method (FDM) was applied to collect and analyze data in the form of a questionnaire survey. The subjects were 12 experts from enterprises, governmental institutions, schools and research institutes. According to the results, the competence indicators of Maker Education were constructed. Second, the researcher developed a Maker Curriculum Model and designed the teaching module. Questionnaire to 5 experts in Technology Education were adopted to examine the validity of curriculum. 16 week teaching period is the last stage. The participants are 2 classes in the 5th grade, 47 students in total. Action research, observation survey and test method were adopted to analysis students’ learning effectiveness after the Maker teaching module.
The main results of this research can be summarized as the followings:
1.The research constructs the competence indicators of Maker Education in elementary school, which include 3 aspects (“Making”, “Collaboration” and “Knowledge sharing”), 7 factors and 20 indicators. These are applicable to elementary instructions.
2.The learning contents of Maker Teaching Module in this research are consistent with the Indicators of Maker Education in elementary schools and the core competences of Curriculum Guildlines of 12-year compulsory education. It’s recommended to be adopted in the Alternative Curriculum of senior grades in elementary schools.
3.On the aspect of “Making,” the Maker Teaching Module has an impact on students’ learning effectiveness in the following factors: “Theoretical knowledge”, “Practical application”, and “Maker’s mindset”.
4.On the aspect of “Collaboration,” the Maker Teaching Module has an effect on students’ learning effectiveness in the “Personal participation” and “Team Interaction” factors.
5.On the aspect of “Knowledge sharing,” the Maker Teaching Module has an effect on students’ learning effectiveness in the “Way of sharing” and “Motivation of sharing” factors.
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