目前國際工程教育重視「合作型問題解決能力」(Collaboration Problem Solving，簡稱CPS)之跨領域人才培育，但國內缺乏培養這項能力的跨領域實作課程之實證研究，同時也面臨難以評量CPS能力之困境。本計畫將根據德國工程與心理學之跨領域團隊Eisentraut與Günther（1997）提出的個人解題歷程之理論，以及美國萊斯大學心理系的Salas研發與編製的Teamwork Competencies Test (TWCT) 問卷，以量化與質化雙管齊下的研究方式，除了探究個案在實作過程中的解題歷程及時間軸繪製，並捕捉個體進行團隊合作與問題解決過程的能力與特徵。本子計畫之兩大研究問題為：問題1：透過CPS課程學生之合作型問題解決能力(CPS)是否提升？問題2：教師評量學生與學生自評之合作型問題解決能力(CPS)分數是否相關？本計畫為三年期整合型計畫之子計畫三，除了協助子計畫一與子計畫二之國立中央大學四門跨領域資電工程先導課程進行質量並重之學習成效與實作設計能力之評估，同時將進行跨國實證研究與標竿分析。本計畫透過多元評量方式，例如: TWCT問卷分析結果、Zuvio線上討論內容、深度訪談、實作成品之品質評分表，以及個體解題時間軸的繪製等一系列評量工具，進行交叉分析與檢證，以期提出一套將CPS模式融入跨領域實作課程之多元評量方法學。本計畫彰顯教育領域與資電工程教師之跨領域合作價值，本研究產出之多元評量方法學，能同時兼顧個體獨立思考與小組協作合作的雙重優點，鼓勵學生將獨立作業的解題歷程與成果注入小組團隊討論，以達到跨領域協同合作之極大值。本子計畫三年欲達成之具體成果為：1. 完成合作型問題解決模式(CPS)融入跨領域實作課程的多元評量方法學。2. 完成CPS模式融入跨領域實作課程的教師培訓手冊。3. 建立一套將CPS模式融入實作課程的跨國實證研究與標竿分析。期望經由本計畫三年之規劃、執行與改善後，整體架構與思維可以推廣於各校的資電工程課程，為台灣訓練出全方位能力與視野的新時代工程師。 ;Current international engineering education focus on the cultivation of inter-disciplinary talents for Collaboration Problem Solving (CPS). However, the lack of domestic empirical research on this capability in practical inter-disciplinary courses makes it difficult to assess the CPS capabilities. This Project shall be based on the personal problem-solving process theories advanced by the German inter-disciplinary engineering and psychology team led by Eisentraut Günther (1997) and the Teamwork Competencies Test (TWCT) questionnaire developed and formulated by Salas of the Department of Psychological Sciences of Rice University, United States. The applicant shall adopt both the quantitative and qualitative approach for research in the problem-solving process and timeline formulation in practical operations of specific cases and it shall capture the capabilities and characteristics of individuals in teamwork and problem solving.Basically, this sub-project has two major research questions:Question 1: Have students in CPS courses improved their Collaboration Problem Solving (CPS) capabilities?Question 2: Is there a correlation between the Collaboration Problem Solving (CPS) scores assessed by teachers and students’ self-assessments?Three professors, enthusiastic on engineering education reform, join together to propose this three-year integrated project to establish a creativity inspiring learning environment for a new interdisciplinary program. In addition to hand-on training on design, implementation and calibration, the students will also have strong interaction with humanity and managerial science in the creative design course in this program. A series of qualitative and quantitative assessment tools on the effectiveness of studies shall be conducted on interdisciplinary hands-on courses in information and electrical engineering in National Central University. It is worthwhile to mention that this Project highlights the value of inter-disciplinary cooperation between faculties from Education and Information and Electrical engineering field. The unique contribution of this project is that we implement multiple assessment methodologies that focus on both on students’ individual problem-solving ability as well as their teamwork skills. The main goals of this sub-project within three years are:1. Complete the diverse assessment methodology that integrates Collaboration Problem Solving (CPS) into practical inter-disciplinary courses.2. Complete the integration of the CPS model into teacher training manuals for practical courses.3. Establish a set of international empirical research and benchmark analysis that integrates CPS into practical courses.This sub-project seeks to improve the overall instruction and assessment of the information and electrical engineering courses in higher education after three years of planning, execution and improvement. The structure, methodology, and experiences learned from this project could be adopted by other schools and universities to cultivate engineers of collaborative problem solving, creativity, teamwork, and problem solving. Through such interdisciplinary research cooperation, we wish that students from different schools can inspire one another in depth so that their thinking and vision could all be broadened and enriched, and hopefully, we will be able to cultivate the next-generation of engineers with comprehensive capabilities and viewpoints for Taiwan.
