在他人未敢想望的場域冒險：大學潛水課程學生學習歷程與情意經驗之質性研究   免費試閱

Leaving One’s Comfort Zone: A Qualitative Study on the Learning Processes and Affective Experiences of Students in a College-Level Scuba Diving Course

為了檢視大學生在水肺潛水課程中所經驗的學習歷程，並探究在此學習歷程中所遭遇的困難、挫折與收穫，釐清修習潛水課對於大學生的意義與價值，以及他們對於課程的評價，研究者以一門潛水課為田野與授課教師合作進行質性教學研究。從學期第一堂課開始，研究者帶著相機、攝影機、錄音筆與筆記本，記錄1位教學助理、5位助教及25位學生的教學與學習歷程。研究者以半結構訪談方式進行資料的蒐集，以逐字稿作為研究分析的文本。研究發現，在這門潛水課程裡，學生們帶著不同的家長期待，克服了生理的不適、心理的焦慮及技術與環境的挫折，最終完成綠島海下15米探索體驗。學習者在學習歷程中因環境的風險需要膽大心細；來到陌生的海底環境探索，除了滿足其好奇心之外，更感受到自己的渺小；因為挑戰，需要投入以面對困難，也同時預告了在困難解決時可能經驗更強的成就感；在安全的容許範圍內探索海底世界，享受自由並感受幸福。學生們在潛水專業知能、海洋與生態教育、品格與態度、管理與領導及其他的面向上，都有深刻的學習。這門課凸顯了大學開設潛水課的意義與價值，以及好的教學對學生的可能影響。

To explore the learning experiences of students enrolled in a university scuba diving course and examine their difficulties, frustrations, and insights, we conducted a qualitative pedagogical research. Considering this course as the “field” of our study, we collaborated with two instructors and followed one teaching assistant, five coaching assistants, and 25 students through their learning journey. Their learning and instruction progress was documented using a camera, camcorder, audio recorder, and pen and paper. The students, coaching assistants, and teaching assistant were interviewed based on a semi-structural interviewing guide. The results revealed that although they started the course with different expectations, the students overcame physical disadvantages, psychological anxiety, and technical or environmental difficulties to complete their 15-meter underwater exploration in Green Island. The risk taking led to students being more careful. The unfamiliar underwater environment enhanced students’ curiosity and their humbleness, and the encountered challenges required total commitment, which made their subsequent accomplishment even more salient. Students substantially developed their scuba diving skills, environmental knowledge, virtue, and attitudes, as well as learning management, leadership, and other life skills. This study demonstrated the meaning or merits of encompassing scuba diving courses in a university curriculum. We discovered that scuba diving instruction could have considerable cognitive, affective, and behavioral impacts on students.