運用設計思考提升職前幼教師科學遊戲設計能力之個案研究

A Case Study of Using Design Thinking Approach to Improve Preservice Preschool Teachers' Science Game Design Ability

黃麗鳳(Lee-Fang Huang) ； 陳雅鈴(Ya-Ling Chen) ； Hartmut Wedekind

《科學教育學刊》 28卷2期 (2020/06) Pp. 99-118

https://doi.org/10.6173/CJSE.202006_28(2).0001

摘要

本研究主要目的為將「設計思考」（Design Thinking, DT）教學理念融入「創意科學遊戲設計」這門課程中，以培養職前幼教師創意思考、動手實作及自我學習等未來科學教學關鍵能力。本研究之研究問題為：教師如何規劃DT融入科學遊戲設計教學？教學的歷程為何？成效為何？挑戰為何？本計畫的主要參與者為授課的二位教師及選修此課程的37位職前幼教師，來自德國的Wedekind教授則擔任本課程之諮詢者。課程結束前，研究者亦邀請鄰近幼兒園之幼兒及其教師實際參與實作，實作結果回饋設計以組作為修正雛型之參考。每次實作約有20位幼兒及二位教師參與活動。本研究主要採用個案研究法，資料收集方式包括：觀察、訪談、回饋問卷及文件收集，收集到的資料主要以質性方式進行分析。DT融入教學的實施歷程分為「創意科學遊戲設計」整體的課程設計及DT融入教學歷程中學生中如何瞭解使用者需求，如何創意動腦及如何執行。DT融入教學之成效整體呈現高分且正向的回饋，學生在同儕互動、師生平等互動、科學遊戲設計能力、引導幼兒科學探究的各項能力都有顯著改善。然而，學生在「引起幼兒探究動機」、「引導提問及解釋探究結果」及「靈活運用不同引導探索模式」能力仍待加強。文末提出DT融入科學教學的主要挑戰及建議。

關鍵字

幼兒科學教育 ； 幼教師專業成長 ； 建構式教學 ； 設計思考 ； 創意科學遊戲

並列摘要

The main purpose of this research was to incorporate the teaching philosophy of ＂Design Thinking＂ (DT) into a pre-service teachers' ＂creative science game design＂ course. Participants in this course were two university instructors and 37 pre-service preschool teachers. Before the end of the course, researchers of this study invited 20 children and their teachers (n = 2) from two local preschools to use the science games that were created during the design course in order to observe whether the design of the games met the children's developmental needs. Researchers adopted a case study method design. Data were collected using observations, interviews, a feedback questionnaire, and document collection and analyzed qualitatively. Results of using science games based on a DT integration design showed higher students' scores on satisfaction and positive feedback on the students' questionnaire. In addition, ＂students' interaction in peer interaction,＂ ＂teachers-student equal interactions,＂ ＂scientific game design ability,＂ and ＂the ability to guide children's scientific inquiry＂ all showed significant improvement. However, ＂inspire young children's motivation for inquiry,＂ ＂guidance of questioning and interpretation of inquiry results,＂ and ＂flexible use of different guided exploration modes＂ were not significantly affected. Suggestions for how to integrate DT into science teaching are also proposed.

並列關鍵字

Early Science Education ； Professional Development for Preschool Teachers ； Constructive Teaching ； Design Thinking ； Creative Science Game

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