108新課綱以核心素養作為新世紀教育的目標，但此教育典範轉移工程充滿各種挑戰。教師與學生是學科內容精熟學習的專家，面對素養（如複雜問題解決）的教與學卻手足無措; 素養教學工作坊蓬勃發展，卻沒有合適的品質認證座標。本三年計劃研究複雜問題解決能力的發展、學習和教學，並以「設計思考」（design thinking）作為複雜問題解決的方法，建構以設計思考為核心的問題解決教育和師資培育。針對上述目標，第一年以「質性案例研究」來探究設計思考生手與專家如何解決問題，了解複雜問題解決的關鍵，作為設計思考的教與學的理論基礎，並以此發展「設計思考評量指標」。第二年運用「設計研究法」（design-based research）來迭代發展與優化「設計思考人才培育工作坊」、「設計思考學習法則」，培養大學生真實複雜問題解決的能力。第三年運用設計研究法來迭代發展與優化「設計思考師培工作坊」、「設計思考教學法則」，培養師資生成為複雜問題解決的教師。計畫預期貢獻有四：了解複雜問題解決能力的發展、發展設計思考評量指標、發展設計思考學習與教學理論（設計法則）、發展設計思考人才與師資培育工作坊。本計劃符合教育學門規劃之重點研究項目之議題一：「學習學-學習基礎與應用研究」（Learning Sciences-Foundations and Applications）。 ;The Ministry of Education in Taiwan released a new national curriculum (also known as the 108 Curriculum) to promote 21st century competencies/literacies. This educational paradigm shift, however, face challenges from the past educational practices. As content mastery experts, most teachers and students have difficulties understanding what competencies are, and how they should be learned and taught. This three-year project aims at resolving the above challenge – by developing a Design Thinking Education that fosters the learning and teaching of complex problem solving. Design thinking is a complex problem-solving methodology that received accolades from business and education innovators. Educators promote design thinking because it bears the possibility to transform learners from passive knowledge consumers to critical knowledge producers. In the first year of this project, we aim at developing in-depth understanding of how design thinking experts/novices tackle complex problems. The findings will help us better understand the development of complex problem-solving skills. The findings will also help us develop an assessment rubric for designing thinking education. In the second year, we plan to iteratively design a student workshop that fosters complex problem solving with design thinking, and theorize the design principles of the workshop with a design-based research approach. In the third year, we plan to iteratively design a pre-service teacher workshop for design thinking teacher education. It develops pre-service teachers’ competence in teaching complex problem-solving with design thinking. The design principles of the workshop will be iteratively modified and theorized. We expect four major contributions from this project. First, it contributes to a much deeper understanding of how complex problem-solving skills develop. Second, it develops an assessment rubric for design thinking education. Third, it develops principles/theories for designing student and teacher education workshops. Last, it produces workshops for students and pre-service teachers. The scopes of this multi-year project match the following critical research area: Learning Sciences-Foundations and Applications.
