台灣在工程教育的發展主要受到目前工業型態與美國的工程／科技教育影響，由於工程教育是培育工業人才最根本的管道，世界各國有許多專家學者致力研究工程教育，努力培養能為業界適用的工程師，然而，在台灣，由於生活科技一直以來都不是大考的考試科目，造成教師、學生甚至家長的不重視。也因此研究者身為工程師，嘗試對工程教育進行研究，貢獻一己之力。數位學習在近幾十年，逐漸成為各教學領域的潮流，加上近幾年疫情肆虐全球，更促使了數位科技的發展。數位學習不單單只是實現遠距教學的願景，背後更是期盼在這個資訊爆炸的世代，培養學生自主學習的能力。 綜合上述觀點，本研究以透過生活科技課程進行問題解決的專案活動，製作投石車投擲彈珠，彈射至指定距離，藉此讓國中學生認識工程設計流程，也企圖藉此提升學生對工程的態度。與此同時，適時安排數位科技輔助的介入，讓工程設計流程的特定階段能夠更有效率地進行。本研究之研究對象為桃園地區某國中，分為實驗組與對照組，實驗組在討論活動中使用以想法為中心的科技輔助工具進行討論；而對照組則是使用紙筆的傳統方式進行討論，並在課程進行的適當時間蒐集學生「對工程設計流程的認知」與「對工程的態度」並加以分析，本研究之研究結果如下： 一、無論學生是否有使用科技輔助工具進行討論活動，整體上對工程設計流程的認知都有成長。 二、學生使用科技輔助工具進行討論比使用紙本進行討論對於工程設計流程的認知更有幫助。 三、無論學生是否有使用科技輔助工具進行討論活動，整體上對工程的態度皆沒有顯著提升;In Taiwan, engineering education was mainly affected by industrial type and the technology/engineering education in the U.S. Researchers around the world have devoted in developing engineering education for several years due to the direct influence of the cultivation of engineers for industry. However, engineering has never been an exam subject in Taiwan. Thus, the ignorance from teachers, students and even parents led to few researches in Taiwan. As an engineer, try working on research in engineering education is the goal of this research. E-learning had become a popular topic in education for decades. Additionally, the pandemic of COVID-19 has prompt it even faster. The goal of e-learning development was not just for making distant-learning come true, but to cultivate self-learning in this information explosion era. In summary, in order to create an environment for junior high school students to learn the engineering design process and improve the attitude towards engineering, a problem-oriented-project organized course was applied, which was to make a catapult hitting a requested object in a distance. Additionally, online learning platform plays a role of supporting students to learn much more efficiently. 44 students were involved in this research, 22 for experimental group and 22 for comparison group. Online learning platform was conducted during the discussion activities while comparison group was discussed via paper-pen-based. The result of this research listed as follows: 1. No matter what kind of media was conducted in discussion activities, students have a better understanding through technology courses. 2. Students with technology-supported technology course had a better understanding on “Engineering Design Process” than ones without technology-supported. 3. No matter what kind of media was conducted in discussion activities, there are no significant difference on attitude towards engineering after the technology course.
