| Summary: | 博士 === 國立臺灣藝術大學 === 創意產業設計研究所 === 107 === Maker Education carries the resources-sharing and hands-on spirits of information technology, whether in the international or Taiwan education, is in full swing. The idea of hands-on practice, fueled by experimental education, extends down to the basic education of elementary schools, but whether the idealized educational concept could be framed upon students’ ability is needed to be well-considered while promoting. According to the current situation of maker education, it still lacks the structure of teaching modularization, educational objectives and ability indicators, and is too biased towards the fields of science, technology, engineering and mathematics, ignoring the needs of students with poor logic thinking, and who has no interest in learning.
However, logic thinking, self-learning, hands-on practice, problem-solving and social cares are all the maker mindsets which could be applied, this research, hence, announced to take social design thinking as the teaching principle, and to explore the 5th-6th graders’ abilities in knowledge learning, skill applying and sentiment cultivating by various prior experiments, continued to introduce social-oriented design thinking process, to construct a maker education teaching model, and to seek its application of performance indicators.
The results showed that more than half of the subjects were sure that maker education of social-design-thinking can bring interesting learning experience, from which can obtain self-identification and sense of accomplishment, but still showed that they faced technical difficulties, and presented the needs of “independent creating time, and new elements/materials applying”. On the other hand, “teacher advices”, “object observation and manipulation” and “classmate discussion” are the main assistances for 3D design.
After inducting the design thinking process, it is believed that the logical thinking in design practice can be substantially improved, and most students affirmed its practical efficiency in “implementing ideas, assisting in consideration of printing problems, helping to examine the deficiency of design” and so on. The results showed that the maker course is suitable for group cooperative learning, through peer discussion, physical and visual contacting, supplemented by network references, coupled with key skill assistance from teachers, can successfully promote maker education of social-design-thinking.
On the learning performance indicators, this study concluded that the Art field is divided into 6 facet 6 pointers, such as “visual exploration, media skills, creative performance, aesthetic perception, aesthetic understanding, life application”, and the Information Technology field is divided into “information technology/communication expression, attitude towards to the information technology” 2 facet 2 pointers, and 4 facet 10 pointers in the field of Science and Technology as “scientific and technological knowledge, scientific and technological attitude, operational skills, integration capacity”. Meanwhile, the teaching model of social design thinking outputted from this study should be a six-step cycle of “Problem Analysis, Project Development, Concept Planning, Analysis and Induction, Implementation Development, and Integration/Feedback”. Hopefully, the overall results of this study can provide specific and quantitative support for maker education and to facilitate its further implementation and well promotion.
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