HKIER

摘要

創客是大學教育為了發展未來創新知識社會的主力。本研究旨在：建構大學實踐創客教學設計的可行模式，探析創客教學設計模式的學習知覺差異，發展創客產出創意作品的後續研發歷程。研究方法採取準實驗研究的不等組前後測設計，研究對象為開設在大學創意課程的三班共132位大學生，經由6週教學實驗，並以「大學生參與教學設計表現想像創意作品的實驗效益調查問卷」施測，分析教學實驗前後的學習知覺差異。研究提出以下結論：（1）大學創客教學設計模式需要師生共構共變；（2）大學創客教學模式的學習知覺，在創造力、創意問題解決和創客教學設計上獲得顯著驗證；（3）大學創客教學設計課堂作品接力研發為商品，具有教育意義和市場價值。

關鍵詞：創客；教學設計；創客教學設計；創意問題解決

Abstract

Makers studying at university are the main powerful pioneers for developing innovative knowledge society. This research aimed to construct a feasible model of maker teaching, to explore the differences of learning perception of the maker instructional model, and to develop the subsequent process of product creation. Nonequivalent pretest-posttest designs of the quasi-experimental research was employed. Research participants included 132 college students from three classes of creativity-related courses, who participated a 6-week experiment. They were divided into the experimental group and two control groups. A questionnaire was employed to test their differences of learning perception. Results found that: (a) for the maker instructional model, CEO-I2M2E2-SF, a collaborative constructive relationship should be built between instructor and makers; (b) in terms of the performances of learning perception under the maker instructional model, significant differences were found in the dimensions of creativity, creative problem solving, and maker instructional design; (c) there were educational and marketing values in the subsequent process of product creation by makers.

Keywords: maker; instructional design; maker instructional model; creative problem solving