想像力融入工程教育之研究：以工程材料學為例

Abstract

本研究旨在利用工程材料學，建構想像力融入工程教育之課程規劃模式並驗證此課程模式之成效。本研究將45位大一學生分為9組，並以「智慧型服務科技」為主題，進行9週，每週共2小時的想像力引導課程。想像力融入工程材料學之教學流程，共分為五個階段，分別為「刺激」、「想像」、「實作」、「評量」及「反思」等。課程結束後，針對學生設計的創意成品進行評分，以及對修課學生進行訪談。其中在成品部份，邀請四位評審，針對創意特色、實用價值、造形呈現、與整體表現等四個向度進行成效檢核，期望透過該課程之架構與流程，分析學生學習結果，探究與解決未來想像力課程融入工程教育所遭遇到的問題，並針對評量實務以及未來研究方向提出建議，以供後續課程之參考。

The aim of the research was to construct the curriculum planning model and explore the effectiveness in engineering materials. There were 45 freshman divided into nine groups, and arranged \"smart services technology\" for nine weeks and two hours per class. In this study, imagination integrated into engineering education in five stages, namely \"stimulus\", \"imagination\", \"implement\", \"assessment\" and \"reflection\" and so on. In the end of the class, there were four judge from different areas to assess the products for creative features, practical value, form presented, and the overall performance of the four dimensions, etc. The findings provided substantial implications for designing and implementing teaching and learning strategies in imagination integrated into engineering education.