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  • 學位論文

產品發展史概念圖教學對高中學生點子發想影響之研究

A Study of Senior High School Students' Idea Generation Effected by the Product- Development History Teaching Activity based on the Concept-map Approach

指導教授 : 朱益賢
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摘要


本研究旨在發展產品發展史概念圖教學活動,用以探討學生對產品發展史概念圖教學活動之學習反應,並評估學生在此活動教學前、後,對點子發想能力之影響。 採用之研究方法為文獻分析、專家諮詢、教學實驗、深度訪談,使用質量並重的研究工具。研究對象是以立意取樣,選擇臺北市某高中三年級兩個班,共68位學生,進行為期4週8小時之「產品發展史概念圖教學活動」。除了於教學前後分別實施點子發想學習單,研究者在教學過程中進行教室觀察紀錄、錄影等工作,待教學活動結束後,選取點子發想學習單之前、後差異程度累積次數百分比達全體受試者的90%以上與10%以下共15位學生進行訪談,並分析其學習單、上課情況、學習反應問卷,以瞭解產品發展史概念圖教學對學生點子發想之影響。 經過資料蒐集、整理與分析後,研究結果發現: 一、研究對象對產品發展史概念圖教學活動之整體學習滿意度略感負面;對本活動之學習感受與參與程度是較為正面的態度,而學習態度與學習興趣是較為負面的態度,並在本活動中曾遭遇些許困難。 二、學生在產品發展史概念圖教學活動之教學前後,對點子發想影響: (一)產品發展史概念圖教學活動對學生點子發想,有正反面影響。 (二)教學前、後的點子,有運用到結合他項物品功能、加強性能、改變原有特性、操作使用的介面、造型的改變、環保相關議題與經濟層面等七項,而教學前、後的點子未有顯著差異。 (三)增加學生點子發想之因素為:(1)教學活動之單元內容的啟發與產品發展因素概念的聯想所影響;與(2)其他因素的影響,包含傳播媒體、環保意識、生活經驗與先備知識、由已畫出的點子聯想、不想畫重複的東西、以及個人特質所影響。 (四)減少學生點子發想之因素為:(1)教學活動的產品發展因素概念的影響,認為現代科技還做不到而限制點子想法,以及為了增加功能需求而精簡美感需求的點子;(2)傳播媒體的影響,認為未來產品功能是單純的;(3)受試者填答方式的影響,包含不重畫重複的東西、不認真作答與思考過久以影響繪圖時間;與(4)其他因素的影響,包含以改變形體大小取代美感。 最後,本研究依據研究結論提出建議,大致上分為下列兩大類: 一、對教師教學的建議:(1)本教學活動的內容可取材自貼近日常生活的產品,可搭配其領域介紹或與教師本欲教學的相關活動,融入本教學活動的某些單元,作為一開始的引導與認知的內容部分;(2)教學活動可讓學生實際製作科技產品模型或以電腦繪圖的方式表達其點子;(3)教師可以多媒體、模型、實物的方式呈現產品發展歷程;和(4)配合教學過程,可於不同時機使用各種不同型式的概念圖。 二、對未來研究者的建議:(1)研究範圍可朝向有系統化激發學生想法、問題解決能力、邏輯思考能力等方面做進一步研究;(2)研究對象可更改為國一、國二、高一、高二的學生;(3)教學實驗的時數可增加; (4)教學實驗所使用的概念圖,可於不同時機使用各種不同型式的概念圖,做進一步研究;和(5)資料收集時,可嚴格規定學生座位以便紀錄,並於教學後實施點子發想學習單時,將教學前該生所作答的學習單發回對照,並輔以訪談,以瞭解實驗之影響。

並列摘要


The main purpose of this study was to develop a teaching activity adopting the concept-map approach to introduce the product development history, and to determine its influence on the responses and idea-generation approaches of senior high school students. The research methods used in this study include a literature review, expert panel, a teaching experiment, and in-depth interviews. The subjects of this study were selected through purposive sampling of 68 third-grade students from two classes of a senior high school in Taipei. They were taught product development history in eight-hour classes adopting the concept-map approach, over a period of four weeks. Aside from making separate drawings and lists of the idea-generation approaches adopted by students before and after the teaching activities, the researcher also conducted classroom observation and recording. At the end of the classes, fifteen students who demonstrated a change in idea generation before and after the activity within a cumulative percentage of more than 90% and less than 10% were chosen for in-depth interviews, which were aimed at analyzing their learning. After collecting and analyzing the data, a few assessments were made, as summarized below: 1. The subjects of the study made a somewhat negative evaluation of the concept map approach to learning product development history. They responded positively in terms of learning and the willingness to learn. Nevertheless, they displayed negative learning attitudes and interest. They found the process of simultaneously learning and providing responses to be a little difficult. 2. There were four observations related to the concept-map approach used to teach the product development history: (1) The classes were found to have both positive and negative influences on students’ idea-generating approaches. (2) The ideas of the students before and after the classes were found the approaches used to generate ideas comprised their incorporation of the functional aspects of others, an improvement in the origin function, a change in the origin characteristics, a description of the interface, a change in shape, a consideration of the environment and an economy. However, the difference in students’ idea-generation approaches before and after the activity was not significant. (3) The factors of improving the students’ idea-generating approaches include the attribution of the teaching activities and the other research methods employed in the study. The teaching activities primarily covered the concept of product development history. Both the attribution of the teaching activities and the other research methods affected the students’ idea-generating approaches. Besides, other aspects of the classes included the students’ consideration of the mass media, environmental consciousness, drawing from their life experiences, background knowledge, association of the pictured, reluctance to repeat ideas, and personality characteristics. (4) The first factors of decreasing the students’ idea-generation approaches is the impact of the factors of teaching activities. The product development history served to limit the originality of their ideas and led them to disregard aesthetics while generating ideas about the product under consideration. The second factor is the impact of the mass media, which believes that under the impression the product would be promoted in the near future. The third factor is the impact of the method of presenting the responses. For examples, people displayed a reluctance to repeat ideas already raised, an apathetic attitude, and took a long time to come up with ideas. The forth factor is the other impact, such as the aesthetics in the creative process of generating ideas to promote their product.

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被引用紀錄


范斯淳(2010)。科技史教學對高中學生批判思考影響之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315181447
高靖岳(2012)。國中生智力因素、創意認知與科技創造力表現之關聯性研究—以創意燈具製作為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315312379

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