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題名 小組知識翻新活動中的設計思考與創造力表現：以個案研究為例
Fostering design thinking capacity and creativity through group knowledge building: A case study
作者 林倍伊
貢獻者 洪煌堯
林倍伊
關鍵詞 知識翻新環境
設計思考
小組創造力
日期 2015
上傳時間 3-二月-2016 11:23:40 (UTC+8)
摘要 本研究旨在探討在知識翻新學習原則(principles)的引導下小組學生如何進行生活科技產品的設計活動。運用Rhodes(1961)所提出4P(place, process, product, person)做為理論概念與分析架構，本研究首先探討知識翻新環境(place)是否支持以想法為中心的線上知識翻新學習、設計思考歷程(process)的發展，與促進設計產品(product)時創造性想法的產生；其次探討知識翻新環境與學生個人(people/ person)創造力（包括在擴散性思考、創造性人格、創意生活經驗上的表現）的關係；此外本研究也進一步分析各小組在想法參與及改進的表現，進行個案討論。
研究對象為某國立大學修習生活科技概論課程的38位大學生，以小組為單位進行以想法為中心的知識翻新學習與科技產品的設計活動，每組4至5人，共分成8組。本研究用「知識論壇」作為支持以想法為中心的知識翻新數位學習環境，學生在知識翻新原則的引導下，自主進行問題解決與產品設計。相關活動如：從生活中觀察所欲改善的生活科技問題(authentic problems)以進行新產品的設計；在知識論壇上提出多元想法(idea diversity)並進行小組成員間的協作互動；及針對較可行的想法再加以改進(idea improvement)等；最後，再將想法實踐於所設計的產品概念上並在期末發表成果。資料來源包含：(1)知識翻新環境支持知識翻新學習程度（包括「社群知識」、「知識自主學習」和「不斷精進想法」三面向）的評分；(2)小組在知識論壇的想法發展歷程及面對面討論的錄影資料；(3)小組所設計的產品評分，另有輔助產品概念呈現的心智圖之前後測；(4)個人創造力前後測、個人創造性人格量表、個人創意生活經驗量表。利用個案研究方法，同時分析個人與小組的表現。
資料分析方式主要是將量化資料分析，質性資料內容分析、質性資料編碼後量化分析。分析結果如下：(1)環境：經評分發現本研究所營造的知識翻新環境有助於支持小組發展社群知識、知識自主學習和不斷精進想法；(2)設計思考歷程：小組在知識論壇發表想法、閱讀他人想法並給予回應，顯示學生在平台上會主動進行想法的討論與翻新。小組想法經編碼，其演化歷程能夠含括設計思考中常見的觀察問題、綜合問題、構思解決方法、製作原型等設計思考步驟；(3)產品創造力發想：產品評分結果與坊間產品比較後，發現小組能針對需求性(desirability)提出創新的產品功能設計，但沒有經過產品實際製作的過程，所以在產品的可行性(feasibility)和未來存續性(viability)上則無法推論；(4)個人創造力：在創造力的擴散性思考表現上後測比前測有顯著的進步，表示知識翻新活動有助於學生在個人創造力上（特別是擴散性思考中提出想法的數量）的成長，但個人創造力的進步則未見有遷移到創造性人格和創意生活經驗的情形；(5)經由集群分析小組在想法參與以及想法改進二個面向後，發現小組可以分成四類；其中「高參與高改進組」在觀察情境、瞭解問題後進行設計，訪問使用者的需求作為改善產品的參考，所設計的想法較能符應使用者的需求；「低參與高改進組」亦能在想法討論時進行資訊分享、評論想法並應用想法於產品設計上；「高參與低改進組」在討論想法時則表現功能固著心理，僅針對單一功能思考，無法與新用途相連結，在討論時較無想法的改進；「低參與低改進組」相較於其他三組，想法討論與回應想法的數量及品質皆較少、較差。
綜上所述，知識翻新環境支持小組設計思考之發展，小組成員於知識論壇進行討論時，能經知識分享與翻新，將想法實踐在產品的設計上，使產品有創造性想法呈現。然而，各組在想法的參與以及改進上仍可見不同組別在協作學習上的差異，值得後續進一步之研究。
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描述 博士
國立政治大學
教育學系
100152516
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100152516
資料類型 thesis
dc.contributor.advisor 洪煌堯zh_TW
dc.contributor.author (作者) 林倍伊zh_TW
dc.creator (作者) 林倍伊zh_TW
dc.date (日期) 2015en_US
dc.date.accessioned 3-二月-2016 11:23:40 (UTC+8)-
dc.date.available 3-二月-2016 11:23:40 (UTC+8)-
dc.date.issued (上傳時間) 3-二月-2016 11:23:40 (UTC+8)-
dc.identifier (其他 識別碼) G0100152516en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81142-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 100152516zh_TW
dc.description.abstract (摘要) 本研究旨在探討在知識翻新學習原則(principles)的引導下小組學生如何進行生活科技產品的設計活動。運用Rhodes(1961)所提出4P(place, process, product, person)做為理論概念與分析架構，本研究首先探討知識翻新環境(place)是否支持以想法為中心的線上知識翻新學習、設計思考歷程(process)的發展，與促進設計產品(product)時創造性想法的產生；其次探討知識翻新環境與學生個人(people/ person)創造力（包括在擴散性思考、創造性人格、創意生活經驗上的表現）的關係；此外本研究也進一步分析各小組在想法參與及改進的表現，進行個案討論。
研究對象為某國立大學修習生活科技概論課程的38位大學生，以小組為單位進行以想法為中心的知識翻新學習與科技產品的設計活動，每組4至5人，共分成8組。本研究用「知識論壇」作為支持以想法為中心的知識翻新數位學習環境，學生在知識翻新原則的引導下，自主進行問題解決與產品設計。相關活動如：從生活中觀察所欲改善的生活科技問題(authentic problems)以進行新產品的設計；在知識論壇上提出多元想法(idea diversity)並進行小組成員間的協作互動；及針對較可行的想法再加以改進(idea improvement)等；最後，再將想法實踐於所設計的產品概念上並在期末發表成果。資料來源包含：(1)知識翻新環境支持知識翻新學習程度（包括「社群知識」、「知識自主學習」和「不斷精進想法」三面向）的評分；(2)小組在知識論壇的想法發展歷程及面對面討論的錄影資料；(3)小組所設計的產品評分，另有輔助產品概念呈現的心智圖之前後測；(4)個人創造力前後測、個人創造性人格量表、個人創意生活經驗量表。利用個案研究方法，同時分析個人與小組的表現。
資料分析方式主要是將量化資料分析，質性資料內容分析、質性資料編碼後量化分析。分析結果如下：(1)環境：經評分發現本研究所營造的知識翻新環境有助於支持小組發展社群知識、知識自主學習和不斷精進想法；(2)設計思考歷程：小組在知識論壇發表想法、閱讀他人想法並給予回應，顯示學生在平台上會主動進行想法的討論與翻新。小組想法經編碼，其演化歷程能夠含括設計思考中常見的觀察問題、綜合問題、構思解決方法、製作原型等設計思考步驟；(3)產品創造力發想：產品評分結果與坊間產品比較後，發現小組能針對需求性(desirability)提出創新的產品功能設計，但沒有經過產品實際製作的過程，所以在產品的可行性(feasibility)和未來存續性(viability)上則無法推論；(4)個人創造力：在創造力的擴散性思考表現上後測比前測有顯著的進步，表示知識翻新活動有助於學生在個人創造力上（特別是擴散性思考中提出想法的數量）的成長，但個人創造力的進步則未見有遷移到創造性人格和創意生活經驗的情形；(5)經由集群分析小組在想法參與以及想法改進二個面向後，發現小組可以分成四類；其中「高參與高改進組」在觀察情境、瞭解問題後進行設計，訪問使用者的需求作為改善產品的參考，所設計的想法較能符應使用者的需求；「低參與高改進組」亦能在想法討論時進行資訊分享、評論想法並應用想法於產品設計上；「高參與低改進組」在討論想法時則表現功能固著心理，僅針對單一功能思考，無法與新用途相連結，在討論時較無想法的改進；「低參與低改進組」相較於其他三組，想法討論與回應想法的數量及品質皆較少、較差。
綜上所述，知識翻新環境支持小組設計思考之發展，小組成員於知識論壇進行討論時，能經知識分享與翻新，將想法實踐在產品的設計上，使產品有創造性想法呈現。然而，各組在想法的參與以及改進上仍可見不同組別在協作學習上的差異，值得後續進一步之研究。		zh_TW
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機與研究目的 1
第二節 研究問題 7
第三節 重要名詞釋義 8
第四節 研究範圍與限制 9
第二章 文獻探討 12
第一節 知識翻新理論 12
第二節 設計思考 23
第三節 創造力37
第三章 研究方法 46
第一節 研究設計與研究架構 46
第二節 教學設計與學習環境 50
第三節 研究實施流程 58
第四節 資料來源與分析 61
第四章 研究結果與討論 74
第一節 知識翻新環境對小組知識翻新行為的支持程度 75
第二節 小組的設計思考發展歷程 87
第三節 小組產品創造力表現情形 102
第四節 學生個人創造力表現情形 112
第五節 小組想法互動的表現情形 123
第五章 結論與建議 144
第一節 結論 144
第二節 建議 148
參考文獻 150		zh_TW
dc.format.extent 4040004 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100152516en_US
dc.subject (關鍵詞) 知識翻新環境zh_TW
dc.subject (關鍵詞) 設計思考zh_TW
dc.subject (關鍵詞) 小組創造力zh_TW
dc.title (題名) 小組知識翻新活動中的設計思考與創造力表現：以個案研究為例zh_TW
dc.title (題名) Fostering design thinking capacity and creativity through group knowledge building: A case studyen_US
dc.type (資料類型) thesisen_US
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