The “Adaptive Instruction” Course as an Example of the Application and Evaluation of a Teacher Education Program Course Incorporating Design Thinking
Author: Chia-Chi Wang (Graduate Institute of Educational Leadership and Evaluation/Center for Teacher Education, Southern Taiwan University of Science and Technology), Shih-Hsiang Sung (Program in Interdisciplinary Studies, National Sun Yat-sen University)
Vol.&No.：Vol. 64, No.4
Date：December 2019
Pages：145-173
DOI：10.6209/JORIES.201912_64(4).0006
Abstract：
The current study assessed the impact of integrating design thinking into the process of teaching the adaptive instruction course central to a teacher education program. Action research was also incorporated to enhance teaching quality and learning performance. The first purpose of this study was to explore students’ self-efficacy, learning interest, problem-solving ability, team cooperation, and learning performance in the teacher education courses incorporating design thinking. The second purpose of this study was to use “the arrangement of the teaching program,” “the construction of the learning atmosphere,” “the planning of class management,” and “multiple evaluations” as four indexes to explore the teaching effectiveness of the course. Participants in this study were one teacher and 30 preservice teachers taking courses in teacher education. As instruments, we used a self-evaluated checklist of self-efficacy for students and a learning interest scale for students. Moreover, the teaching and reflection journals and student reports in class were included in our investigation. The data analysis methods included paired-samples t test for quantitative analysis and qualitative analysis of interviews, observations, and audio-visual recordings. In addition, suggestions for further study are proposed.
Keywords：adaptive instruction, design thinking, teacher education
《Full Text》
References：
- 王為國（2004）。適性教學的回顧與展望。課程與教學季刊，8（1），97-110。doi:10.6384/CIQ. 200501.0097 【Wang, W.-K. (2004). The reviews and prospects of the adaptive instruction. Curriculum & Instruction Quarterly, 8(1), 97-110. doi:10.6384/CIQ.200501.0097】
- 李美華、王政華（2014）。培養學生未來想像與創造能力─簡介IDEO設計思考模式。臺灣教育評論月刊，3（6），28-30。 【Lee, M.-H., & Wang, Z.-H. (2014). Cultivate students’ future imagination and creativity － Introduction to IDEO design thinking mode. Taiwan Educational Review Monthly, 3(6), 28-30.】
- 李雅雯、陳書榕（2012）。提升自我、持續學習，讓企業搶著要你！經理人月刊。取自https://www.managertoday.com.tw/articles/view/13758 【Lee, Y.-W., & Chen, S.-R. (2012). Improve yourself, continue to learn, and let the company rush to ask you! Manager’s Monthly. Retrieved from https://www.managertoday.com.tw/articles/ view/13758】
- 吳清山（2018）。素養導向教師教育內涵建構及實踐之研究。教育科學研究期刊，63（4），261-293。doi:10.6209/JORIES.201812_63(4).0009 【Wu, C.-S. (2018). Construction and practice of competency-based teacher education. Journal of Research in Education Sciences, 63(4), 261-293. doi:10.6209/JORIES.201812_63(4).0009】
- 林延諭、鄭夢慈（2016）。融入設計思考於嚴肅教育遊戲的設計歷程及對科技學科教學知識的影響：以職前教師為例。數位學習科技期刊，8（1），71-94。 【Lin, Y.-Y., & Cheng, M.-T. (2016). The integration of design thinking into the process of developing a serious educational game and its influence on technological pedagogical content knowledge: Taking the case of a pre-service teacher as an example. International Journal on Digital Learning Technology, 8(1), 71-94.】
» More
- 王為國（2004）。適性教學的回顧與展望。課程與教學季刊，8（1），97-110。doi:10.6384/CIQ. 200501.0097 【Wang, W.-K. (2004). The reviews and prospects of the adaptive instruction. Curriculum & Instruction Quarterly, 8(1), 97-110. doi:10.6384/CIQ.200501.0097】
- 李美華、王政華（2014）。培養學生未來想像與創造能力─簡介IDEO設計思考模式。臺灣教育評論月刊，3（6），28-30。 【Lee, M.-H., & Wang, Z.-H. (2014). Cultivate students’ future imagination and creativity － Introduction to IDEO design thinking mode. Taiwan Educational Review Monthly, 3(6), 28-30.】
- 李雅雯、陳書榕（2012）。提升自我、持續學習，讓企業搶著要你！經理人月刊。取自https://www.managertoday.com.tw/articles/view/13758 【Lee, Y.-W., & Chen, S.-R. (2012). Improve yourself, continue to learn, and let the company rush to ask you! Manager’s Monthly. Retrieved from https://www.managertoday.com.tw/articles/ view/13758】
- 吳清山（2018）。素養導向教師教育內涵建構及實踐之研究。教育科學研究期刊，63（4），261-293。doi:10.6209/JORIES.201812_63(4).0009 【Wu, C.-S. (2018). Construction and practice of competency-based teacher education. Journal of Research in Education Sciences, 63(4), 261-293. doi:10.6209/JORIES.201812_63(4).0009】
- 林延諭、鄭夢慈（2016）。融入設計思考於嚴肅教育遊戲的設計歷程及對科技學科教學知識的影響：以職前教師為例。數位學習科技期刊，8（1），71-94。 【Lin, Y.-Y., & Cheng, M.-T. (2016). The integration of design thinking into the process of developing a serious educational game and its influence on technological pedagogical content knowledge: Taking the case of a pre-service teacher as an example. International Journal on Digital Learning Technology, 8(1), 71-94.】
- 林偉文（2011）。創意教學與創造力的培育─以「設計思考」為例。教育資料與研究雙月刊，100，53-74。 【Lin, W.-W. (2011). Creative teaching and the cultivation of creativity: The example of design thinking. Bimonthly Journal of Educational Materials and Research, 100, 53-74.】
- 岳修平、鐘婉莉（2005）。專題式學習小組網路溝通互動之研究。教育學刊，25，1-23。doi:10.6450/ER.200512.0001 【Yueh, H.-P., & Chung, W.-L. (2005). A study of group communication and interaction in web-based project-based learning. Educational Review, 25, 1-23. doi:10.6450/ER.200512.0001】
- 洪煌堯、蔡佩真、林倍伊（2014）。透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣。科學教育學刊，22（4），413-439。doi:10.6173/CJSE.2014. 2204.04 【Hong, H.-Y., Tsai, P.-C., & Lin, P.-Y. (2014). Elementary students engaging in collaborative idea generation and improvement in a science class through knowledge building and knowledge forum. Chinese Journal of Science Education, 22(4), 413-439. doi:10.6173/CJSE.2014.2204.04】
- 徐綺穗（2007）。行動學習理論及其在大學教學的應用─建構「行動─反思」教學模式。課程與教學季刊，10（4），49-62。doi:10.6384/CIQ.200710.0049 【Hsu, C.-S. (2007). Action learning and its applications in higher education: The construction of “action-reflection” teaching model. Curriculum & Instruction Quarterly, 10(4), 49-62. doi:10.6384/CIQ.200710.0049】
- 徐靜嫻（2013）。PBL融入師資培育教學實習課程之個案研究。教育科學研究期刊，58（2），91-121。doi:10.3966/207353X2013065802004 【Hsu, C.-H. (2013). Case study on applying problem-based learning to the student teaching curriculum. Journal of Research in Education Sciences, 58(2), 91-121. doi:10.3966/207353X2013065802004】
- 教育部（2013）。教育部人才培育白皮書。取自http://www.naer.edu.tw/ezfiles/0/1000/attach/5/ pta_2189_2524507_39227.pdf 【Ministry of Education. (2013). Talent cultivation white paper. Retrieved from http://www.naer.edu.tw/ezfiles/0/ 1000/attach/5/pta_2189_2524507_39227.pdf】
- 教育部（2014）。十二年國民基本教育課程綱要。取自https://www.naer.edu.tw/ezfiles/0/1000/ attach/87/pta_18543_581357_62483.pdf 【Ministry of Education. (2014). The 12-year national basic education curriculum outline. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/87/pta_18543_581357_62483.pdf】
- 教育部（2016）。教育部部務會報通過「師資培育法」修正草案。取自http://www.edu.tw/ News_Content.aspx?n=9E7AC85F1954DDA8&s=E6E22046F04F1C05 【Ministry of Education. (2016). The Ministry of Education and the Ministry of Education reported that the draft amendments were passed through the “Teachers’ Training Act”. Retrieved from http://www.edu.tw/News_ Content.aspx?n= 9E7AC85F1954DDA8&s=E6E22046F04F1C05】
- 教育部智慧生活人才培育智齡聯盟（無日期）。T型人才工作坊評量。取自http://www.t-edu. tw/653322241120154251652403720316223463541337327.html 【Smart Aging Alliance, Ministry of Education. (n.d.). Evaluation of T-type talent workshop. Retrieved from http://www.t-edu.tw/653322241120154251652403720316223463541337327.html】
- 張德銳、林縵君（2016）。PBL在教學實習上的應用成效與困境之研究。師資培育與教師專業發展期刊，9（2），1-26。doi:10.3966/2017136492018080902001 【Chang, D.-R., & Lin, M.-C. (2016). A study of effects and limitations of the application of problem-based learning on a student teaching curriculum. Journal of Teacher Education and Professional Development, 9(2), 1-26. doi:10.3966/2017136492018080902001】
- 張蔣耀文、施登堯（2018）。學習者中心與學生中心之內涵解析。臺灣教育評論月刊，7（7），94-98。 【Chang-Jiang, Y.-W., & Shi, D.-Y. (2018). Analysis of the connotation of the learner center and the student center. Taiwan Educational Review Monthly, 7(7), 94-98.】
- 陳品華（2006）。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報，38（1），37-50。doi:10.6251/BEP.20060518 【Chen, P.-H. (2006). Motivational problems and regulation strategies in the self-regulated learning of technological and vocational college students. Bulletin of Educational Psychology, 38(1), 37-50. doi:10.6251/BEP.20060518】
- 陳聖智（2012）。從設計思考到設計再思：學術知識與實務經驗的對話。廣告學研究，37，105- 109。doi:10.30412/TJAPR.201201_(37).0005 【Chen, S.-C. (2012). From design thinking to design rethinking: A dialogue between academic knowledge and practical experience. The Journal of Advertising & Public Relations, 37, 105-109. doi:10.30412/TJAPR.201201 _(37).0005】
- 陳毓凱、張賴妙理、楊坤原（2013）。八年級學生在科學問題本位學習歷程的自我導向學習行為表現。科學教育學刊，21（3），345-370。doi:10.6173/CJSE.2013.2103.05 【Chen, Y.-K., Chang-Lai, M.-L., & Yang, K.-Y. (2013). Self-directed learning behaviors in science problem-based learning processes of eighth graders. Chinese Journal of Science Education, 21(3), 345-370. doi:10.6173/ CJSE.2013.2103.05】
- 符碧真（2018）。素養導向國教新課綱的師資培育：國立臺灣大學「探究式─素養導向的師資培育」理想芻議。教育科學研究期刊，63（4），59-87。doi:10.6209/JORIES.201812_63(4). 0003 【Fwu, B.-J. (2018). Teacher preparation in response to competence-based curriculum reform for k-12 education: National Taiwan University’s proposal of inquiry-based and competence-based teacher education. Journal of Research in Education Sciences, 63(4), 59-87. doi:10.6209/JORIES.201812_63(4).0003】
- 黃毓華、鄭英耀（1996）。一般性自我效能量表之修訂。測驗學刊，43，279-286。 【Huang, Y.-H., & Cheng, Y.-Y. (1996). Revision of the general self-efficacy scale. Psychological Testing, 43, 279-286.】
- 鄭瑞洲、洪振方、黃台珠（2013）。採用多元教學策略的非制式奈米課程對國中生情境興趣之促進。教育實踐與研究，26（2），1-28。 【Cheng, J.-C., Hung, J.-F., & Huang, T.-C. (2013). Promoting junior high students’ situational interests with multiple teaching strategies in informal nanometer-related curricula. Journal of Educational Practice and Research, 26(2), 1-28.】
- 親子天下編輯部、台大創新設計學院、DFC臺灣團隊（2017）。設計思考：從教育開始的破框思維。臺北市：親子天下。 【CommonWealth Parenting’s Editorial Department, National Taiwan University’s Innovation and Design Institute, & DFC Taiwan Team. (2017). Design thinking: The broken frame thinking from the beginning of education. Taipei, Taiwan: CommonWealth Parenting.】
- Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. doi:10.1080/00098650 903505415
- Brown, T. (2008). Design thinking. Harvard Business Review, June, 84-92.
- Csikszentmihalyi, M. (1997). The masterminds series. Finding flow: The psychology of engagement with everyday life. New York, NY: Basic Books.
- Denzin, N. K. (1978). Sociological methods: A sourcebook (2nd ed.). New York, NY: McGraw-Hill.
- Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087-1112. doi:10.1007/s10459-015-9645-6
- Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem-solution. Design Studies, 22(5), 425-437. doi:10.1016/S0142-694X(01)00009-6
- Günter, T., & Alpat, S. K. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying “Electrochemistry”. Chemistry Education Research and Practice, 18(1), 78-98. doi:10.1039/c6rp00176a
- Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. doi:10.1016/j.tsc. 2017.10.001
- Howard, J. (2016). Securing Australia’s future ? Capabilities for Australian enterprise innovation: The role of government industry and education and research institutions in developing innovation capabilities. Australian Council of Learned Acadamies [ACOLA] SAF 10. Retrieved from https://acola.org/wp-content/uploads/2018/08/skills-capabilities-howard.pdf
- Liaw, S.-S., Chen, G.-D., & Huang, H.-M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961. doi:10. 1016/j.compedu.2006.09.007
- Liedtka, J. (2018). Why design thinking works. Harvard Business Review. Retrieved from https://hbr. org/2018/09/why-design-thinking-works
- Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671. doi:10.1177/0013164409355699
- Lycke, K. H., Grøttum, P., & Strømsø, H. I. (2006). Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. Medical Teacher, 28(8), 717-722. doi:10.1080/01421590601105645
- Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanding sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
- Mosely, G., Wright, N., & Wrigley, C. (2018). Facilitating design thinking: A comparison of design expertise. Thinking Skills and Creativity, 27, 177-189. doi:10.1016/j.tsc.2018.02.004
- Notari, M., Baumgartner, A., & Herzog, W. (2014). Social skills as predictors of communication, performance and quality of collaboration in project-based learning. Journal of Computer Assisted Learning, 30(2), 132-147. doi:10.1111/jcal.12026
- Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330-348. doi:10.3102/0034654312457429
- So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence, and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336. doi:10.1016/j.compedu.2007.05.009
- Wang, C.-C., Ho, H.-C., & Cheng, Y.-Y. (2015). Building a learning progression for scientific imagination: A measurement approach. Thinking Skills and Creativity, 17, 1-14. doi:10.1016/ j.tsc.2015.02.001
- Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education and Teaching International, 54(4), 374-385. doi:10.1080/14703297. 2015.1108214