| 摘要: | 本研究的主要目的著重在探討分別融入「工程設計流程」與「問題解決流程」的生活科技課程，以了解學生接受兩種不同流程的設計課程後，對工程態度、生活科技學習興趣、科技及工程認知與實作表現。
為了此研究目的，本研究主要採用準實驗研究法，並針對桃園市某國中八年級學生為對象，其中實驗組與控制組皆為三十二人。本研究分別對兩組學生實施五週的「抬升裝置設計課程」，實驗組採取「工程設計流程」，控制組採取「問題解決流程」，在研究前後分別對實驗組學生及控制組學生實施「工程態度」、「生活科技學習興趣」、「科技及工程認知」前測，並於研究後再進行「工程態度」、「生活科技學習興趣」、「科技及工程認知」與「實作表現」後測。
研究結果發現相較傳統以「問題解決流程」的生活科技課程，國中八年級學生經過「工程設計流程」，在「工程態度」及「生活科技學習興趣」上，實驗組與控制組無顯著成效，但在「課程設計」能實際顯著的增加對於「生活科技學習興趣」。在「科技及工程認知」評量中，實驗組與控制組前後測皆有顯著差異，但兩組間的在研究過後並無顯著差異。實作表現實驗組明顯優於控制組。
基於上述研究結果，本研究建議可將「工程設計流程」加入於國中的生活科技課程當中，可以讓國中生對於工程的認知更加清晰，同時將「工程設計流程」的概念融入國中的生活科技科的設計課程中，能確實增進學生的實作表現。
;The main purpose of this research is to explore the technology courses that integrate the "engineering design process" and "problem-solving process" respectively. In order to understand the students’ attitudes to engineering, interest in technology learning, Technology and Engineering cognition, and practical performance after receiving two different process design courses.
For this research, this research mainly uses the quasi-experimental research method and is aimed at the eighth-grade students of a middle school in Taoyuan City, in which the experimental group and the control group are both 32 people. This study implemented a five-week "lifting device design course" for two groups of students. The experimental group used the "engineering design process", the control group used the "problem-solving process", and the experimental group and the control group were respectively implemented before and after the research. " Attitudes to engineering ", " Interest in technology learning ", "Technology and Engineering Awareness" pre-test, and " Attitudes to engineering ", " Interest in technology learning ", " Technology and Engineering Cognition " and "Practical Performance" after the research Post-test.
The results of the study showed that compared with the traditional technology curriculum based on the "problem-solving process", the eighth-grade students of junior high school went through the "engineering design process". In addition, the experimental group and the control group had no significant results in the " Attitudes to engineering " and " Interest in technology learning ". But "Curriculum Design "can significantly increase the interest in " Interest in technology learning ". In the "Technology and Engineering Cognition" assessment, there are significant differences between the experimental group and the control group before and after the test, but there is no significant difference between the two groups after the study. The performance of the experimental group was significantly better than the control group.
This research suggests that the "engineering design process" can be added to the technology curriculum of junior high schools, which can make junior high school students have a clearer understanding of engineering. At the same time, the concept of "engineering design process" can be integrated into the design courses of Living Technology of junior high schools. It improves the performance of students. |
