實務專題課程應用探究式教學對電資相關系科大學生探究能力與創造思考能力之影響

An Application of Inquiry Teaching to the Practical Project Course Influences University Students' Inquiry Ability and Creative Thinking Ability in Relative Department of Electrical Engineering and Computer Science

本研究旨在探討科技大學電資系科在實務專題課程中，應用探究式教學對學生探究能力與創造思考能力的影響。本研究採不等組前後測準實驗設計，以立意取樣選取臺灣中部某私立科技大學電資系科日間部四年級兩個班級的學生為研究樣本，依原有選修課程的班級，隨機指派甲班44人為實驗組，丙班23人為控制組，實驗組將該班級學生分組並採小組討論、實作、報告、互評等方式進行為期12週的探究式教學與學習，控制組則維持傳統講述式教學。經實驗分析後，獲致以下結論：（1）實驗組的探究能力後測較前測有顯著的提升，但不同教學法對學生探究能力的提升未有顯著差異；（2）實驗組在創造思考能力後測顯著高於前測，且探究式教學對學生創造思考能力的提升有顯著影響、成效頗佳；（3）有參與實驗教學的學生，有高度的學習滿意度。最後依據研究結果與發現，提出3項建議，供教師與未來研究者參考。

The purpose of this study was to apply inquiry-based teaching strategies to the practical project course of electrical engineering and computer science department at technological university, and evaluate its effectiveness after one-semester experimental teaching to the senior students at a private technological university in central Taiwan. The findings of this research were concluded as follows: (1) The experimental group’s inquiry ability was significantly improved after 12-week experimental teaching, whilst not significantly different to the control group. (2) The experimental group’s creative thinking was significantly improved and different to the control group with favorable teaching effect. (3) The experimental teaching received high level of satisfaction from the participant students.