在設計專題活動中提升界定問題的批判思考能力：以新加坡「設計與科技」為例

Sharpening Critical Thinking in Design Problem Selection in Design Project: A Perspective Based on Singapore Design and Technology

本研究旨於釐清在設計專題活動中，學生對於界定問題的批判思考過程。本研究透過新加坡一所中學的高中學生撰寫的設計日誌，以不同推理要素分析學生的批判思考過程，並評估其推理質量。本研究得出以下結論：首先，使用決策矩陣等決策工具未必能幫助學生實現高質量推理。為提升界定問題時的推理質量，需要更系統化地資訊與證據的收集過程。為了讓學生更有目的地收集資訊或證據，應該在其進行探索前預先訂立問題篩選標準。如此一來，學生收集資訊的能力可獲得提升，從而加深對問題的理解，亦加強學生進行界定問題的決策能力。另外，學生在訂立篩選標準時應聚焦於倫理、重要性、合理性、相關性、情感和可行性等要素。

The current study aimed to identify and clarify students’ critical thinking processes when choosing a design problem within the problem identification process when engaging in a design project. Using design journals done by students at upper secondary level in a Singapore secondary school, the study broke down students’ critical thinking processes based on various elements of reasoning to assess the quality of reasoning. From this study the following conclusion may be suggested. Firstly, the use of decision-making tools, such as decision matrix, does not necessary enable students to achieve quality reasoning. To enhance quality reasoning when choosing a problem, a more systematic process of information or evidence gathering is necessary. To facilitate purposeful gathering of information or evidence, the selection criteria for choosing a problem should be formed before students are engaged into problem exploration. In this way, it may sharpen students search for information to understand the problem better, which in turn sharpen decision-making in choosing a problem. In addition, when forming selection criteria, it is suggested that students should focus on factors such as ethical, significance, reasonability, relevance, emotions and achievability.