社會工作學系學生普遍對研究課程缺乏興趣，本研究旨在探討如何改善學生的研究態度與學習投入，評估以問題為導向學習（PBL）結合「翻轉教室」的教學模式之成效。研究對象為112學年度修習「社會工作研究法」課程的55位學生，資料收集涵蓋學期內學生的學習歷程反思紀錄，並透過主題分析歸納學習成效之主題。<br>課程設計結合課前數位資源與PBL案例情境，引導小組討論，強化合作學習與批判性思考。研究結果顯示，學生的學習投入與研究態度顯著改善，並歸納出三個主要發現：（一）翻轉教室，降低認知負荷―課前預習與適時回饋掌握核心概念，使學生更專注於高階學習活動；（二）互評共學，強化學習投入―小組討論與同儕互評機制促進主動學習，深入理解研究方法並提升應用能力；（三）實踐橋接，改善研究態度―透過PBL情境式學習將抽象理論與社會工作實務連結，提升學生對研究的興趣與自我導向學習能力。研究結果可為未來社會工作研究課程的教學設計提供實證基礎與實務參考。

Undergraduate students in social work programs often exhibit low interest and confidence in research courses, particularly in subjects like research methods and statistics, which are commonly perceived as abstract, complex, and disconnected from real-world social work practice. Many students, especially those from humanities or liberal arts backgrounds, enter university with minimal training in quantitative reasoning or research design, leading to cognitive overload, anxiety, and low course engagement. These challenges are further amplified for students with disabilities or limited language proficiency. Research competence is a core requirement for graduation, licensure, and evidence-based practice in social work, so addressing this pedagogical gap is crucial.<br>This study implemented a blended instructional strategy integrating Problem-Based Learning (PBL) and the flipped classroom model in the “Social Work Research Methods” course during the 2023–2024 academic year to confront these issues. The primary goal was to enhance students’ learning motivation, participation, and perceived relevance of research to their future careers. The study collected qualitative data from the reflective journals of 55 undergraduate students, using thematic analysis to evaluate the impact of the course design on students’ engagement and learning outcomes.<br>The course redesign combined pre-class micro-lecture videos with in-class collaborative problem-based activities. The flipped classroom structure allowed students to study theoretical content at their own pace before class, reducing cognitive overload and enabling more targeted support for students with different learning needs, including students with visual impairments and international students. In-class time was dedicated to real-world PBL case discussions, peer review, and small-group collaboration—strategies that promoted critical thinking, contextual understanding, and application of abstract research theories.<br>Three core themes emerged from the data:<br>Reducing cognitive load through flipped learning: Students frequently noted that short, pre-recorded video lectures before class helped them grasp complex concepts at their own pace. The ability to pause, review, and revisit content allowed them to build a stronger foundational understanding, particularly of abstract or technical material. Many described feeling less overwhelmed during in-person sessions, which they could then approach with greater focus and readiness to participate in more challenging discussions or activities.<br>Peer collaboration fosters deeper engagement: Peer evaluation and group discussion promoted active learning, critical reflection, and metacognitive awareness. Students<br>highlighted that seeing the strengths and weaknesses of others’ work enhanced their understanding and encouraged continuous improvement.<br>Linking theory and practice improves research attitudes: By situating research within realistic social work scenarios, students could perceive the utility and relevance of research in their future professional roles. Many students reported a transformative experience—shifting from anxiety and resistance to curiosity and appreciation for the role of research in solving real-world problems.<br>Additionally, students expressed that the course helped develop their self-directed learning skills and made complex tools like SPSS and APA formatting more accessible through scaffolding, workshops, and guided practice. Some noted a newfound sense of accomplishment after completing their first original group research projects.<br>This course’s integration of flipped learning and problem-based strategies offers a grounded and adaptable framework for enhancing research training in applied disciplines. Rather than relying solely on traditional lecture-based instruction, this approach responds to the specific learning barriers social work students encounter—such as difficulty engaging with abstract concepts and limited prior experience with research methods. By embedding research within practical, collaborative learning contexts, the model supports conceptual understanding and the development of skills essential for professional practice. The findings suggest that thoughtful pedagogical innovation—grounded in student needs and real-world relevance—can transform attitudes toward research and support long-term academic and professional growth in social work and related disciplines.