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從看見到洞見：應用「照片引談法」及「感知地圖」做為設計思考課程的場域探索教學策略之行動研究
FROM OBSERVATION TO INSIGHT: ACTION RESEARCH IN APPLYING 'PHOTO ELICITATION' AND 'PERCEPTUAL MAPPING' AS THE TEACHING STRATEGY OF FIELD INVESTIGATION IN DESIGN THINKING COURSE
摘要
設計思考是引導學生利用同理心來揭開和發現真實人群當中的機會，進而解決真實場域的複雜問題，然而，當學生進入場域，並非有足夠的敏銳度能洞察真實場域的問題，也缺少適當方式進行有效的收斂思考，進而定義有意義的場域問題。本研究目的是以「照片引談法」及「感知地圖」做為教學策略，開發同理心與問題定義的設計思考教學工具及方法論，並採取行動研究法，經歷兩個教學迴圈的行動研究迭代過程，第一個迴圈為一學期的設計系主題式設計課程，第二個迴圈為兩天的設計思考跨領域工作坊。本研究結果顯現設計思考教學之場域探索的教學，導入「照片引談法」及「感知地圖」可協助學生小組進行有效的場域探索溝通及知識建立，並協助教師引導學生進入場域時，可從觀察進昇洞察的效果。
並列摘要
Design Thinking is gradually gaining the attention of global enterprises because of its tools and methods to produce innovative products and solutions. More and more schools put Design Thinking into their curriculums. With empathy, students are guided to reveal and discover the opportunities in the real world, then to solve the complex problems. However, students' abilities are not sufficient to gain insight into the problems after the work of field investigation. Also, teachers spend much time facilitating the students to effectively define the meaningful problems form their observations. According to the perspective of Design-based Learning and Situated Learning, the purpose of this research is to develop the toolkit and methodology for the teachers who are instructing the students to inquire about the environment and define the meaningful problem. This research adopts the method of Action Research. The approaches of photo elicitation and perceptual mapping as the teaching strategy that was used in a semester design course and a two-day interdisciplinary workshop. The result indicates that the approaches of photo elicitation and perceptual mapping efficiently assist the students focusing on the discussion of field investigation for gaining the insight.