設計導向學習促進大學生跨領域學習之個案研究

A Case Study on Promoting Interdisciplinary Learning Through Design-Based Learning

本研究旨在探討設計導向學習（DBL）如何促進大學生跨領域學習以發展跨領域素養，立意選取臺灣南部某大學的設計思考課程進行個案研究。研究者透過實地觀察、深度訪談與文件分析蒐集資料，採三角檢驗提升效度。結果指出：一、DBL具備體驗性、視覺溝通、動手操作、反覆迭代及真實場域連結等促進跨域學習之特性；二、教學者與學習者的背景、經驗、資源與時間等因素相互影響學習成果；三、跨領域團隊宜採異質分組，並建議以分工或協同學習模式提升合作溝通品質。最後，DBL能促進學生認知、技能與態度等跨域素養，其結果可作為推動跨域教育之參考。

This study explored how design-based learning promotes interdisciplinary learning and develops interdisciplinary competence. A case study was conducted in a design thinking course at a university in southern Taiwan. Data were collected by using on-site observations, in-depth interviews, and document analysis, and triangulation was employed to enhance validity. The findings revealed the following: (1) design-based learning possesses, including experiential learning, visual communication, hands-on manipulation, iterative processes, and connections to real-world contexts, facilitate interdisciplinary learning; (2) educators’and learners’backgrounds, experiences, resources, and time allocation influence learning outcomes; and (3) heterogeneous grouping is recommended for interdisciplinary teams, and adopting a cooperative or collaborative learning mode is recommended to improve communication quality in interdisciplinary collaboration. In conclusion, design-based learning enhances students’interdisciplinary cognition, skills, and attitudes.