教師運用設計思考促進問題解決之研究

A Study of Teachers’ Use of Design Thinking to Facilitate Problem Solving

本研究採行動研究，以永續食魚教育課程來評估設計思考對學生問題解決之教學歷程與成效。實施對象選擇國小高年級二個班級共50位學生參與，行動研究者主要包括研究者與兩位現職教師。蒐集之資料有質性及量化資料，包含問卷、教學觀察、學生心得、省思札記等。研究結果發現：一、國小階段運用設計思考之五步驟教學歷程，以概念為本設計課程，可幫助學生定義出食魚問題，並提出建立永續海洋文化的解決策略。二、在學習成效上，「反思回饋」、「觀察體驗」、「創新設計」及「科技應用」能力均表現良好。而「跨域合作」能力因師生對團隊合作理解的差異，教師觀察與學生感受調查結果有所不同。最後，根據本研究發現，提供建議以供教育工作者參考。

The study adopts action research, using a sustainable fish consumption education curriculum to assess the effectiveness of design thinking on students’ problem solving abilities. The implementation was conducted with a total of 50 students in two senior classes, and the action researchers consisted mainly of the researcher and two current teachers. Qualitative and quantitative data were collected, including questionnaires, teaching observations, students’ experiences, and reflective notes. The study found that: 1. Using a five-step design thinking process and a concept-based design curriculum at the elementary level, students can define the problem of fish-eating and come up with strategies to build a sustainable marine culture. In terms of learning effectiveness, the competencies of “reflective feedback,” “observation and experience,” “creative design” and “technology application” performed well. However, for the ability of “cross-disciplinary cooperation,” there was a difference in the understanding of teamwork between teachers and students, which led to the difference between the teachers, observation and the students’ perception of the questionnaire results. Finally, based on the findings of the study, recommendations are provided for educators to implement.