建構式學習活動應用於建築設計課程教學成效之探討

Exploring the Effects of Constructive Learning Activities on Architectural Design Learning

本研究主要目的為以創造性問題解決理論融入建構理論教學模式，進行實驗教學，以探討學生創造力的提升與教學成效。本研究透過行動研究、成對樣本t 檢定、教學成效問卷進行評量，以探討教學模式對學生建築設計學習的影響。研究對象為北部私立科技大學建築系一年級學生共114 名（男=71 人，62.3%；女=43 人，37.7%，平均年齡18 歲），及參與課程的8 位老師。研究結果顯示，學生於實施建構式教學後，流暢力顯著下降（t=2.63,p<.05），變通力則有顯著提升（t=-2.85, p<.01）。教學成效問卷結果顯示學生接受此教學模式，信度分析為可信（N=51，Cronbach’s α= .90）。

The purpose of this study was to explore the teaching effects and the rising of students’ creativity based on constructivist learning environment with creative-problem-solving theory. One hundred and fourteen China University of Technology students （ male=71, 62.3%; female=43, 37.7%, average age=18） participated in the experiment. Action research, paired-t test and teaching effectiveness questionnaire were conducted in analyzing the students’ response and the collected data. The results showed that constructivism learning were effective in flexibility（t =-2.85, p< .01） but ineffective in fluency（t =2.63, p <.05） . In General, participants showed positive attitudes in constructivism learning environment.