運用態度效果層級建構永續培育單元教學──以設計領域學生為例

Applying Attitude Effect Hierarchy to Construct the Teaching Units of Sustainability Nurturing - An Example for Design Students

本研究以「態度效果層級」中的認知、情感、行為建構永續培育三單元，用以瞭解人在學習與接觸新事物時的心態和所呈現的狀態。以半結構式訪談蒐集受測者的回饋與感想，透過譯碼方式來分析永續培育對學生的態度影響與關聯性。最後以整合循環理論分析學生在個體和團體的內在和外在對永續議題之想法與感受，並透過知識創造模型瞭解學生在永續培育三單元之知識轉換模式。本研究發現設計師有永續觀點是重要的，永續概念融入產品設計與後續回收規劃上，能減少產品對環境造成的破壞，提升人們的生活品質。永續培育三單元的順序會影響學生學習，其順序為理論學習模式單元、遊戲學習模式單元和實作學習模式單元，此順序能提高學生求知興趣以及學習效率。在理論學習模式單元中，教學者將內隱知識轉為外顯知識後傳遞給學生，授課時可用影片和實際生活案例，且重點式的讓學生理解永續知識，學生在此單元獲得對永續觀點較全面的認識。在遊戲學習模式單元中，讓學生透過遊戲互動對獲得的知識進行反思。而實作學習模式單元則是讓學生以團隊的模式進行討論，並帶入場域實際應用永續策略，因而更能激發創意。在影響設計領域學生永續行為因素的部份，本研究發現個體認同永續的重要性，也認為永續發展是與人相關，但在日常行為上會因周遭團體不一致，以及使用環保物品之複雜步驟而增加惰性。此外，永續行為可以藉由教育學習和政府政策兩方面來提升。

The present study applies cognition, affection, and behavior in the ''Attitude Effect Hierarchy'' to construct the three modules of sustainability nurturing to understand the state of mind and the state of being when one encounter and learns new things. In addition, semi-structured interviews are used to collect feedback from participants, and the relevance of sustainability with students' attitudes is analyzed through the coding approach in Grounded Theory. Finally, Integral Sustainable Design is employed to identify sustainability's internal and external relationships when a student learns individually and in groups. The SECI Model is applied to analyze students' knowledge transfer patterns in the three modules of sustainability nurturing. The present study find that it is important for designers to have a sustainable perspective. The integration of sustainability concepts into product design and subsequent recycling planning can reduce the damage caused by products to the environment and improve people's quality of life. The sequence of the three units of sustainability cultivation influences student learning: the theoretical learning mode unit, the game learning mode unit, and the practical learning mode unit. Students gain a more comprehensive understanding of the sustainability perspective in the theoretical learning mode. A game learning mode allows students to reflect the knowledge of sustainability through interactive games. The practical learning mode gives students to work in teams to discuss the practical applications of sustainability strategies, which can always stimulate creativity. For the factors influencing sustainable behavior of design students, it is found that individuals recognize the importance of sustainability and believe that sustainable development is relevant to people, but their daily behaviors increase inertia due to inconsistencies in the surrounding communities and the complex steps involved in using environmental items.