建置高中職自造實驗室做為科技教育場域之研究

A Study on Integrating Maker Education in Senior High and Vocational High Schools by Establishing Fab Laboratories

本文以互動取向質性研究設計，探討高中職建置自造實驗室、導入科技教育的可行性及其意義。分析架構：（1）「問題描述」：探討建置初期，「設備的侷限性」對「課程發展的主體性」有何影響；（2）「實踐分析」：以「建立網絡社群之必要性」和「開啟科際跨領域之開展性」角度，解析課程設計與教學活動是如何被架構、解讀及轉化；（3）「實體詮釋」：以「課程實踐之解放性」和「擁抱問責機制之可能性」面向，檢視教育現場問題，包含：實踐歷程的障礙或爭議的途徑、計畫執行歷程與成效造成哪些效應或影響和對科技教育發展是否帶來衝擊和改變。結論：（1）以學習需求為主體進行共備與擬定行動策略；（2）課程意識的覺察才能解放績效檢核機制；（3）科技教育推動奠基在教師的增權賦能。希冀鼓勵教育者反思科技領域課程在十二年國教脈絡下之定位，避免淪為政策佈展手段。

"This study was a qualitative research design of an interactive approach, aiming to explore the feasibility and implications of introducing maker education into technology education in senior high and vocational high schools by establishing fab laboratories. The analysis framework is divided into the following three stages: (1) Problem description: This section focuses on the discussion about the influence of 「limitations of laboratory equipment」 on 「main part of teacher's curriculum 」 in the initial stage of the establishment of the fab laboratories; (2) Implementation analysis: From the perspectives of 「 necessity of establishing a professional community」 and 「development of interdisciplinary cooperation」, this section examines how curriculum design and teaching activities were structured, interpreted and transformed in the process of introducing fab laboratories into technology education; (3) Reality interpretation: This section attempts to answer the questions emerging from the real scene in education. They are analyzed from the aspects of 「the liberation of curriculum practice」 and 「the possibility of using accountability mechanism」. These questions include: Were the approaches to resolving obstacles or controversies in the practice process accepted by the teachers? What effect or influence did they have on the implementation process and effectiveness of the program? Did they have a huge impact and change on the development of technology education? The main conclusions of this study are as follows: (1) Educators should observe students’ needs and then negotiate and formulate proper action strategies; (2) There is a need to liberate the curriculum awareness of teachers and students and loosen the mechanism of performance evaluation; (3) Teacher’s professional enhancement training needs to be better implemented so that teachers are capable of providing good technology education. It is hoped that this study can encourage educators to reflect on the essence and role of technology courses in the context of the twelve-year compulsory education, and avoid becoming a means of policy deployment."