專題導向及相互教學翻轉教室對於學習者的認知層次、創造力與學習成效之影響

Investigation of Reciprocal Teaching and Flipped Classroom of PBL and their Influences on Cognitive Level, Creativity and Learning Achievements

吳祖賢(Tsu-Hsien Wu) ； 黃武元(Wu-Yuin Hwang) ； 陳正一(Cheng-I Chen) ； 簡靜玲(Ching-Ling Chien) ； 黃德祐(Te-Yu Huang)

《工程、技術與科技教育學術研討會》 第七屆 (2018/05) Pp. 232-257

https://doi.org/10.6571/SCETE.201805.0020

摘要

有鑑於傳統工程教育中，學生缺乏實作、溝通、表達與創造等能力的培養，因此我們希望藉由PBL(Project Based Learning)、翻轉教室及相互教學等機制的導入，讓學生能透過實作更了解課堂所學，並增加團隊合作的互動機會，經由多重互動的過程中，激發學生高認知層次的發展。本研究分為一與二，且對象皆為某國立大學工程背景的研究所學生，實驗時間皆為期18週，教師皆為同一人，研究一共12人，研究二共10人並採異質分組。研究二與研究一相較之下，在課程的規劃上更為彈性且降低了學生於研究一感受到的多重負擔，此外，我們更為學生安排每隔一週的實作教學與練習，除了能讓學生更快上手，也有助加速學生對課程知識的掌握與理解，亦或是在應用與分析等更高認知層次上的成長，其中相互教學活動更與翻轉教室相輔相成，能補足學生所沒思考到的方向，使得理解越發成熟，藉此逐步激發出學生們的創造力。而研究結果發現，透過研究一與研究二的觀察，除了已幫助學生跳脫以往教學只有最低的理解認知能力外，雖然緩慢卻也逐漸激發出學生們在該領域的創新想法，並大幅提升在工程教育中該具有的應用與分析認知能力，但未來中仍存在我們能繼續改進的地方和努力方向。

關鍵字

專題導向式學習 ； 翻轉教室 ； 相互教學 ； 布魯姆認知層次 ； 異質分組

並列摘要

Compare to traditional engineering education, It is common that students have little training on project implementation or less chances to cultivate their abilities of communication, expression, and creativity. Therefore, we hope to incorporate project based learning(PBL), flipped classroom, and reciprocal teaching into the classroom to help students become better team players and also enhance their advanced cognitive skills through multiple activities. The object of study one is twelve graduate students from an university in Taiwan, major in Electrical Engineering and took ＂Signal Processing of Power Quality Disturbances＂ class in their first year. They were divided into six groups with two students per group. The results show that the learning activities we incorporated into the class have put a weight on students' loading. Therefore, students have no enough time to think about new ideas or move forward to develop their advanced cognitive skills such as evaluation or creative ability. The study two shares the same background of object and same teacher as study one, except only ten students included in the study. However, we had made suggestions to group students through questionnaires based on their tendency of leadership and creativity for five groups with two on each group. The results show that students' advanced cognitive skills improve gradually through and students are satisfied for this course via online survey. Compare to study one, the plan of study two is more flexible and hence to reduce students' class loading. Furthermore, we arranged LabView course at a computer lab twice per month. The goal is to enhance students' concept knowledge and develop their advanced cognitive skills through hands on practice. We have found students gradually develop their advanced cognitive skills. In the future, we hope to work continually and find out more to improve students' learning experiences on this field.

並列關鍵字

Project-Based Learning (PBL) ； Flipped Classroom ； Reciprocal Teaching ； Bloom's taxonomy ； Heterogeneous Grouping