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題名:翻轉教學與創客教育應用於會展解說導覽之研究
作者:賴品榛
作者(外文):LAI, PIN-CHEN
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
指導教授:陳斐娟
學位類別:博士
出版日期:2022
主題關鍵詞:翻轉教學創客教育學習成效學習投入學習滿意度flipped teachingmaker educationlearning effectivenesslearning inputlearning satisfaction
原始連結:連回原系統網址new window
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本研究旨探討以翻轉教學與創客教育應用在課程以進行實驗教學,不僅於教學過程方法不同,也需要學生集體創作以產出成果作品。以準實驗設計研究來瞭解大學生的學習成效、學習投入及學習滿意度之影響。分為實驗組54位學生以翻轉教學與創客教育模式並行實施;控制組48位學生,採用一般傳統課堂教學模式。實驗設計課程內容規畫均相同,實施為期12週的準實驗研究不等組前後測設計之研究,在實驗教學進行前對全體學生實施學習成效和學習投入問卷之前測,實驗教學完成後均接受學習成效和學習投入問卷後測,加以比較兩組間的不同差異。另外,對實驗組學生進行教學滿意度問卷調查及焦點團體訪談以瞭解翻轉教學與創客教育應用在課程的感受與意見。
經研究結果發現,實驗組學生的學習成效及學習投入總量表皆顯著優於對照組;在學習投入構面分析,認知、行為、社交等三大構面,實驗組表現顯著高於控制組的學生,但在情感構面部分的表現則不顯著。此外,實驗組學生對學習滿意度於互動性、課程設計、教師教學、課程管理及科技技術運用大部份是具有肯定且正面的感受。可得知,在實驗研究後顯示翻轉教學模式的過程是具有教育價值,並且強調從中做、做中學的成果產出之創客教育意義。
This research aims to explore the application of flipped teaching and maker education in experimental teaching courses, not only in the teaching process method, but also in the needs of the- student collective creation to produce results. A quasi-experimental design study to understand the effects of college students on learning outcomes, learning engagement, and learning satisfaction. Divided into the experimental group of 54-student who implemented flipped teaching and maker education models in parallel; the control group of 48-student, adopted the general traditional classroom teaching mode. The content of the experimental design course is the same, with a 12-week quasi-experimental study for all students before the experimental teaching, from pre-test design to post-test design. Post-tests of the learning effectiveness and learning engagement questionnaires were used to compare the differences between the two groups can find it in different circumstances of above research experimental. In addition, through the teaching satisfaction questionnaire and focus group interviews of the students in the experimental group, we can understand the feelings and opinions of flipped teaching and the application of maker education in the curriculum.
The results of the study found that the learning effect and total learning engagement scale of the students in the experimental group were significantly better than those in the control group; in the analysis of the three dimensions of learning engagement, cognition, behavior and social interaction, the performance of the experimental group was significantly higher than the control group. On other hand, the performance on the emotional dimension was not significant. In addition, most students in the experimental group had positive feelings about learning satisfaction in terms of interactivity, curriculum design, teacher teaching, curriculum management, and technology use. Experimental research shows that the process of flipping the teaching model has educational value, emphasizing the educational significance of maker education of learning by doing and learning by doing.
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