「問題導向學習」是以學生為中心,有系統的教學方式,目前逐漸在大學教育被教師們所運用。它以非結構與開放式之真實問題做為學習討論的開始,採用多樣化的成效評量,期望學生能對學習議題有進一步的探究。本研究以質性研究設計探討大學生透過「問題導向學習」之教學方式,對「社會關懷與服務」課程之學習歷程成效。採立意取樣方式,共36位大學生參與4週的分組焦點團體訪談。訪談過程以錄音方式轉為逐字行為過程記錄,並以內容分析法分析資料。質性分析結果發現問題導向學習可增進大學生對課程實施方式的瞭解、促進參與的意願,彼此的腦力激盪對服務學習議題內容有深度瞭解,執行服務學習活動中能提升自我的反思能力和增強問題解決能力。
Problem-based learning (PBL) is a method of systematic and student-centered teaching. It has been widely adopted among higher education institutions in Taiwan. The students are given an open, unstructured and real-life problem issue first. Then, the teacher applies various processes and strategies of teaching to help students make further investigations about the problem by themselves. The purpose of this study is to investigate the effects of learning process of applying PBL to a social care and service course to college students. A purposive sampling of 36 participants (divided four-group) agreed to join this process of PBL for four-week focus group discussion. The interviews were tape-recorded and transcribed as well as using content analysis to analyze the data. The result of qualitative feedback found that PBL can enhance the participants' understanding of how course implemented is, promote their willingness to participate in PBL strategies, have a deep understanding of the content of service-learning activities by brainstorming, and improve self-reflection and enhance problem-solving skills during performing service-learning activities.