探究國小學童教養風格、創客素養和創客學習成效之關係

Investigating Parenting Styles, Maker Literacy, and Maker Performance of Primary School Students

創客教育是當代教育的潮流之一，除了致力於教材教法的推展之外，教養風格對於學童的創客素養和創客學習成效的關係是值得探究的，尤其國小學童還處於受到家庭與家長密切生活照顧與學習輔導的階段。基於此，本研究以問卷調查參加花蓮縣「科丁嘉年華」活動的120名國小學生和120名家長，探討不同背景變項下學童知覺教養風格、家長自評教養風格、創客素養和創客學習成效的關係，以及不同學童知覺教養風格在創客素養和創客學習成效的差異。研究結果顯示，背景變項對於創客素養的影響是很低的，而學童知覺教養風格能顯著預測創客素養和創客學習成效。不同教養風格的學童在創客素養表現有所差異：學童知覺教養風格的開明權威型（高回應高要求）和寬鬆放任型（高回應低要求）在整體創客素養上，比冷漠忽視型（低回應低要求）與專制權威型（低反應高要求）有更好的表現；此外，在創客學習成效上也有所差異，開明權威型顯著高於冷漠忽視型、專制權威型也顯著高於冷漠忽視型。

The maker education is one of the remarkable trends in contemporary education. Besides promoting its pedagogical material and approaches, how parenting styles may have influence on schoolchildren’s learning and performance of the maker literacy is also well worth exploring, particularly for primary students who are still under the palliative care, guidance, and mentoring from their parents and family. Based upon it, this research employs various survey techniques aiming to investigate the individual difference among schoolchildren in maker literacy learning under different background variables, as well as under different parenting styles perceived by the children and the child-rearing styles self-evaluated by the parents. The outcome shows that the background variables exert low impact upon the maker literacy. It also demonstrates that the maker literacy is quite accessible and feasible for anyone who is interested to learn, and easy to achieve. From the aspect of the parenting style, the perceived authoritative (with both high responsiveness and demandingness) and the indulgent (with high responsiveness/low demandingness) are far more effective than the neglectful (with both low responsiveness and demandingness) and the authoritarian (with low responsiveness/high demandingness). Moreover, what is perceived by the children noticeably outweighs what is self-evaluated by the parents. It reveals that it is children’s psychological acceptance of parents’ childrearing strategy that matters indeed. Only through their spontaneous recognition can the maker literacy learning be effectively enhanced.