運用設計思考促進國小學生探究實作之行動研究

Action Research on Utilizing Design Thinking to Facilitate Elementary School Students’ Inquiry and Practical Learning

本研究旨在運用設計思考引導國小學生進行校園環境改造之探究實作，以促進學生在學習歷程的主動性。本研究採行動研究，為期一學年，以苗栗市兩個高年級班級共55位學生為參與對象。藉由參與觀察、文件分析及晤談方法蒐集資料。研究發現：一、課程發展歷程：在第一次發散與收斂階段，從生活真實情境出發，能深化學生問題解決的投入意願和理解他人需求的同理心；第二次發散與收斂階段，透過賦予團體行動任務，能促進學生創造力和實踐行動力；二、教學實踐歷程：探究弧與設計思考步驟可搭配對應，透過思考與行動兩者的連結，在兩回合的發散收斂思考可促進學生自主發展出解決方案；三、本研究發展之設計思考和探究弧對應步驟可提供教育實務工作者運用參考。

This study aimed to utilize design thinking to facilitate elementary school students’ inquiry and practical learning in campus environment improvement, in order to enhance their active learning in the process. The study was conducted for one academic year through action research at an elementary school in Miaoli City, involving one class from both the fifth and sixth grades, totaling 55 students. Multiple data collection methods were applied, including document analysis, participant observation, and interview methods. The findings were as follows: 1. The development process of the teachers’ integration of design thinking into the curriculum: In the first phases of divergence and convergence, grounded in authentic real-life contexts, studentstimes’ willingness to engage in problem solving deepened, and their empathy for understanding others’ needs was fostered. In the second phases of divergence and convergence, utilizing group action tasks facilitated the stimulation of students’ creativity and the implementation of actionable initiatives. 2. The process of teachers’ utilizing design thinking to facilitate elementary school students’ inquiry and practical learning: Inquiry arcs, aligning with the steps of design thinking, allowed for corresponding connections. Through the integration of thought and action, solutions were generated via two rounds of divergent-convergent thinking. 3. The findings of this study suggest that the integration of design thinking and the inquiry arc learning can provide references for educational practitioners.