心智圖法與ATDE模式應用於創新研發專題課程之研究

A Study of Applying Mind Mapping and ATDE Styled Teaching to Creativity Development Project Curriculum

常雅珍; 洪錦益; 黃寶園; 黃詩庭; 李佩綺
Ya-Jane Chaung; Ching-I Hung; Pao-Yuan Huang; Shih-Ting Huan; Pei-Qi Lee

Doi:10.3966/181665042019031501003


所屬期刊: 第15卷第1期 「師資培育與教師專業發展」
主編:淡江大學課程與教學研究所教授
陳麗華
系統編號: vol056_03
主題: 課程與教學
出版年份: 2019
作者: 常雅珍; 洪錦益; 黃寶園; 黃詩庭; 李佩綺
作者(英文): Ya-Jane Chaung; Ching-I Hung; Pao-Yuan Huang; Shih-Ting Huan; Pei-Qi Lee
論文名稱: 心智圖法與ATDE模式應用於創新研發專題課程之研究
論文名稱(英文): A Study of Applying Mind Mapping and ATDE Styled Teaching to Creativity Development Project Curriculum
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別: 中文
論文頁數: 30
中文關鍵字: 心智圖法; 創新研發專題課程; ATDE 模式
英文關鍵字: mind mapping, creativity development project curriculum; ATDE styled teaching
服務單位: 長庚科技大學幼保系
稿件字數: 14478
作者專長: 教育心理學; 課程與教學;研發產品與應用
投稿日期: 2018/6/25
論文下載: pdf檔案icon
摘要(中文): 研究者欲解決專題課程中遇到的困難,發現心智圖法有益學生產品研發設計
與構思,並有助於系統性的分析質化研究結果,ATDE 模式則可以掌握學生學習歷
程,因此本研究目的在設計一套課程,應用心智圖法與ATDE 模式於創新研發專
題課程,此一心智圖法創新主題分析方式通過發明專利。本課程根據ATDE 模式
將研發過程分為「確立發明方向」、「構思發明內容」、「製作發明作品」、「質
化研究評估作品」、「改良作品」、「量化研究評估作品」六階段,透過引導大
學生「七合一多功能親子逃難背心」之研究,具體說明課程實施之六階段歷程與
成效,「七合一多功能親子逃難背心」作品通過新型專利,並獲得國際發明競賽
首獎。質性研究結果歸納出傳統逃難包的缺失、七合一多功能「親子逃難背心」
的優點及改進方向,量化研究結果顯示逃難背心之收納、防撞、分隔口袋、合併
睡袋、背心設計、防水材質的特色顯著優於傳統之逃難包,其螢光醒目、使用方
便、親子共用的實用性也顯著優於傳統逃難包。研究者最後提出結論與建議,做
為未來研究者之參考。
摘要(英文): Mind mapping is beneficial to the design and conception of student product
development, and contributes to the systematic analysis of qualitative research results.
The ATDE styled model can grasp the student learning process. The purpose of the
study is to propose a method that integrates mind mapping and ATDE styled teaching for
creativity development project curriculum. The method obtained an invention patent of
Taiwan ROC. Based on ATDE styled teaching, the curriculum is organized in six phases:
"Direction identification", "Framework buildup", "Prototype implementation", "Quality
evaluation", "Prototype Improvement", and "Quantity assessment". The first step of the
method demonstration is to design the curriculum that induces college students to invent
the family-oriented rescue vest with 7-in-one multi-function product successfully. A
utility model patent of Taiwan ROC, was obtained based on the study and the project
won a gold medal in International Invention Exhibition. The qualification analysis result
shows the drawbacks of other rescue packs, the advantages of our vest, and the features
to be improved. The quantification analysis result show that the family-oriented rescue
vest has the benefits of compact, crash-proof, water-proof, isolated pockets, sleeping bag,
and wearable. These features are not available in conventional rescue packs. In addition,
our vest is easy to be identified and used for parents and their own children. Finally,
researchers draw the conclusion and suggestions for the future research.
參考文獻: 內政部(2011)。防災知識-地震篇。http://moiland.gov.tw 。
中央氣象局(2000)。地震百問。臺北市:交通部中央氣象局。
陳龍安(2006)。創造思考教學的理論與實際。臺北市:心理。
常雅珍(2010)。心智圖法應用於大學「教育研究法」課程之實例-以某校幼保
系大三學生上課為案例。長庚科技學刊,13,65-84。
常雅珍(2012)。心智圖法暨多元化記憶策略融入大學「課後托育與實務」課程
之研究。長庚科技學刊,16,125-140。
常雅珍(2016)。心智圖法運用於質性資料分析課程的學習成效評估。課程與教
學季刊,19(2),193-228。
教育部(2002)。創造力教育白皮書。教育部網址:http://www.creativity.edu.tw/index.
php
國家地震工程研究中心(2002)。國民中小學「地震防災教材」研發。臺北市:
國家地震工程研究中心。
葉忠福(2013)。創新發明原理與應用(二版)。臺北市:揚智。
臺北市政府消防局(2011)。防災宣導。2015.06.02 取自:http://www.tfd.gov.tw/。
廖美瑩、曾榮祥、黃詩媛(2016)。技職院校實務專題指導之協同行動研究-以「兒
童創意音樂故事屋」為例。人文社會科學研究,10(2),52-76。
顧雅利、沈滿華、李佩育、郭倩琳、李碧玉(2014)。創意思考教學於「護理實
務專題製作」課程之應用。長庚護理,25(2),158-166。
謝秀梅(2008)。臺北市國小四至六年級學童地震相關防災素養之調查研究(未
出版之碩士論文)。臺北市立教育大學自然科學系科學系,臺北市。
戴建耘、陳宛非、袁宇熙(2009)。發明家故事教學法對創造力融入高職電子科
專業科目教學影響之個案研究。技術及職業教育學報,3(2),41-71。
Bandura, A. (1977). Social learning theory. Oxford, England: Prentice-Hall.
Baumberger-Henry, M. (2005). Cooperative learning and case study: Does the
combination improve students’ perception of problem-solving and decision making
skills? Nurse Education Today, 25(3), 238-246.
Brinkmann, A. (2003). Graphical knowledge display-mind mapping and concept mapping
as efficient tools in mathematics education. Mathematics Education Review, 16, 35-
48.
Buran, A., & Filyukov, A. (2015). Mind mapping technique in language learning.
Procedia - Social and Behavioral Sciences, 206, 215-218.
Buzan, T., & Buzan, B. (1993). The mind mapping book: Radiant thinking- the major
evolution in human thought. London, England : Bbc Active.
Buzan, T., & Buzan, B., (2010). The mind map book: unlock your creativity, boost your
memory, change your life. London, England: Pearson.
Buzan, T.,& Buzan, B. (1994). The mind map book: How to use radiant thinking to
maximize your brain’s untapped potential (pp. 53-58). New York, NY: Dutton.
Bystrova, T., & Larionova, V. (2015). Use of virtual mind mapping to effectively
organize the project activities of students at the University. Procedia - Social and
Behavioral Sciences, 214, 465-472.
Cook, L. K., Dover, C., Dickson, M., & Colton, D. L. (2012). From care plan to concept
map: A paradigm shift. Teaching and Learning in Nursing, 7(3), 88-92.
Davies, M. (2010). Concept mapping, mind mapping and argument mapping: What are
the differences, and do they matter? Higher Education, 62(3), 279-301.
Eppler, M. J. (2006). A comparison between concept maps, mind maps,conceptual
diagrams, and visual metaphors as complementary tools for knowledge onstruction
and sharing. Information Visualization, 5(3), 202-210.
Evrekli, E., Balim, A. G., & Inel, D. (2009). Mind mapping applications in special
teaching methods courses for science teacher candidates and teacher candidates’
opinions concerning the applications. Procedia - Social and Behavioral Sciences,
1(1), 2274-2279.
Fun, C. S., & Maskat, N. (2010). Teacher-centered mind mapping vs student-centered
mind mapping in the teaching of accounting at pre-u level - an action research.
Procedia Social and Behavioral Sciences, 7(C), 240-246.
Gillies, R. M., & Haynes, M. (2011). Increasing explanatory behavior problem-solving
and reasoning within classes using cooperative group work. Instructional Science,
39(3), 349-366.
Heifetz, A. (2010). Games and science. Games and Economic Behavior, 68, 791.
Kotcherlakota, S., Zimmerman, L., & Berger, A. M. (2013). Developing scholarly
thinking using mind maps in graduate nursing education. Nurse Educator, 38(6),
252-255.
Lasauskiene, J., & Rauduvaite, A. (2015). Project-Based Learning at university: Teaching
experiences of lecturers. Procedia - Social and Behavioral Sciences,197, 788-792.
Luke, H., Lloyd, D., Boyd, W., & den Exter, K. (2014). Improving conservation
community group effectiveness using mind mapping and action research.
Conservation and Society. 12(1), 43-53.
Merkley, D. M., & Jefferies. D. (2000). Guidelines for implementing a graphic organizer.
The Reading Teacher, 54(4), 350-357.
Mohedo, M. T. D., Bujez, A. V. (2014). Project based teaching as a didactic strategy for
the learning and development of basic competences in future teachers. Procedia -
Social and Behavioral Sciences, 141, 232-236.
Pascual, M., Minana, E. P., & Giacomello, E. (2016). Integrating knowledge on
biodiversity and ecosystem services: Mind-mapping and Bayesian Network
modeling. Ecosystem Services, 17, 112-122.
Rosciano, A. (2015).The effectiveness of mind mapping as an active learning strategy
among associate degree nursing students. Teaching and Learning in Nursing, 10,
93-99.
Spencer, J. R., Anderson, K. M., & Ellis, K. K. (2013). Radiant thinking and the use of
the mind map in nurse practitioner education. Journal of Nursing Education, 28
52(5), 291-293.
Wheeldon, J. (2011). Is a picture worth a thousand words? Using mind maps to
facilitate participant recall in qualitative research. The Qualitative Report, 16(2),
509-522.