科際整合與問題本位學習概念運用於服務學習之成效探究

Effects of Applying Interdisciplinary Integration and Problem-Based Learning to Service-Learning

科際整合與問題本位學習是近年來備受矚目的教育方法。本研究旨在探討運用這兩項教育模式於服務學習的成效，以2014年14位幼兒保育系一年級學生參與的「親子悅遊共學動物園教育服務方案」為案例，先探究科際整合與問題本位學習融入方案的規劃與實施歷程，再經由活動設計、省思討論、反思心得、成果投影片及親子滿意度問卷等資料，分析學生專業知能學習的情形與方案實施的成效。研究結果發現，服務方案驗證了服務與學習的互惠性，除能引導學生循序漸進學習與應用知識，落實知識學習的統整，以增進教學專業能力，也能經驗服務問題解決的歷程。而家長給予的正向滿意度與回饋，亦顯示此項服務活動的價值。期望本研究結果能作為幼兒教保人才培育的參考。

Recently, interdisciplinary integration and problem-based learning methods have become important education modes. Therefore, this paper explores the effect of applying the aforementioned education modes to service-learning. This study included 14 freshmen (of the year of 2014) of the Department of Early Childhood Education and Care participating in the Parent–Child Zoo Visiting Colearning Educational Service Program and investigated the planning and implementation process of applying interdisciplinary integration and problem-based learning to the program. The learning situation of the students was analyzed with respect to professional knowledge. Furthermore, the program implementation through various approaches such as activities design, reflective discussion, reflection findings, outcome slides, and parent–child satisfaction questionnaires was investigated. The results indicated that the parent–child education service program verified the reciprocity between service and learning. The program acted as a guide for the students to progressively learn and apply their knowledge for realizing the integration of knowledge learning and improving their professional teaching competence. In addition, the students personally experienced the process of solving service-related problems. The satisfaction of the parents and their feedback to the program proved the importance of service activities. The results of this study can serve as a reference for the creation of future child-care professionals.