期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(1)三月刊(本期專題:語言與文化教育政策)

設計自我效能、設計興趣和STEM 學習表現之相關分析:以時尚設計為例 作者:臺南應用科技大學時尚設計系范靜媛、國立臺灣師範大學工業教育學系暨學習科學跨國頂尖研究中心葉建宏

卷期:65卷第1期
日期:2020年3月
頁碼:221-246
DOI:10.6209/JORIES.202003_65(1).0009

摘要:
近年來,科學、科技、工程與數學(STEM)教育在世界各地擴展,其學習重點主要分為四個方面,不同教育領域透過不同活動與課程設計推動STEM科際整合教育,然而,鮮少看到STEM教育理念被時尚設計領域採用。本研究基於興趣動機理論,考察了設計自我效能感,設計興趣和學習效果之間的相關性。本研究參與者來自臺灣南部地區某科技大學時尚設計系的197位大學生。在四週共計8小時內(即2小時/週),透過教學的引導,參與者自主學習有關時尚設計領域的STEM知識,並將STEM概念應用至袋包設計實務中;研究者採用VirtualPLS統計軟體驗證研究模型。研究結果顯示,設計自我效能感知較高的參與者具有較高的設計興趣(喜歡、享受和投入),且設計興趣感受較高的學生在學習STEM方面呈現更好的表現。此外,設計自我效能感對STEM學習表現呈現間接正向影響,亦即參與者的設計自我效能感愈高,將學習到愈高水平的STEM知識。

關鍵詞:STEM、時尚設計、設計自我效能、設計興趣

《詳全文》 檔名

參考文獻:
  1. 洪榮昭、詹瓊華(2018)。共變推理遊戲:遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊,63(3),131-162。doi:10.6209/JORIES.201809_63(3).0005 【Hong, J.-C., & Chan, C.-H. (2018). Game performance in covariation reasoning: The correlates between gameplay self-efficacy, and metacognition reflected gameplay anxiety and gameplay interest. Journal of Research in Education Sciences, 63(3), 131-162. doi:10.6209/JORIES.201809_63(3).0005】
  2. 范斯淳、游光昭(2016)。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊,61(2),153-183。doi:10.6209/JORIES.2016.61(2).0006 【Fan, S.-C., & Yu, K.-C. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. doi:10.6209/JORIES.2016.61(2).0006】
  3. 葉建宏、范靜媛、洪國哲(2016)。皮革袋包開版技術分析之研究─以臺灣業界製作規格為例。紡織綜合研究期刊,26(3),26-33。 【Ye, J.-H., Fan, J.-Y., & Hung, K.-C. (2016). To analyze of techniques of leather bag-pattern making in bag industry in Taiwan. Taiwan Textile Research Journal, 26(3), 26-33.】
  4. Antoncic, B., Antoncic, J. A., & Aaltonen, H. M. (2016). Marketing self-efficacy and firm creation. Journal of Small Business and Enterprise Development, 23(1), 90-104. doi:10.1108/JSBED-07-2015-0093
  5. Ainley, M., & Hidi, S. (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 205-227). Abingdon-on-Thames, UK: Routledge.
» 展開更多
中文APA引文格式范靜媛、葉建宏(2020)。設計自我效能、設計興趣和STEM 學習表現之相關分析:以時尚設計為例。教育科學研究期刊65(1),221-246。doi:10.6209/JORIES.202003_65(1).0009
APA FormatFan, J.-Y., & Ye, J.-H. (2020). Effectiveness of STEM Education for Design Self-Efficacy and Design Interest in Fashion Design. Journal of Research in Education Sciences, 65(1), 221-246. doi:10.6209/JORIES.202003_65(1).0009

Journal directory listing - Volume 65(2020) - Journal of Research in Education Sciences【65(1)】March (Special Issue: Language and Culture Education Policies)

Effectiveness of STEM Education for Design Self-Efficacy and Design Interest in Fashion Design Author: Jing-Yun Fan (Department of Fashion Design, Tainan University of Technology), Jian-Hong Ye (Department of Industrial Education and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)

Vol.&No.:Vol. 65, No.1
Date:March 2020
Pages:221-246
DOI:10.6209/JORIES.202003_65(1).0009

Abstract:
Science, Technology, Engineering and Mathematics (STEM) education is increasingly important. Its importance can be separated into four dimensions. In design education, especially fashion design, STEM education is rare. In accordance with interest theory, this study examined the correlation between design self-efficacy, design interest, and learning effectiveness. An experiment was conducted in a department of fashion design at a technology college in Taiwan. Over four weeks, participants spent two hours weekly learning STEM topics related to fashion design and how to apply them in design practice. Data from questionnaire responses of 197 participants were used to test our research model. Results indicate that participants with higher design self-efficacy had stronger design interest (e.g., enjoyment and engagement). Moreover, better STEM learning was correlated with stronger design interest. In addition, design self-efficacy was positively correlated with STEM knowledge and it is mediated by design interests. Therefore, this study suggests that among students, learning STEM subjects increases design self-efficacy.

Keywords:STEM, fashion design, design self-efficacy, design interest