| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === In most traditional Living Technology courses, teaching materials are pre-designed and pre-prepared for use of some specific teaching contents, it falls short of providing working spaces to employ design thinking, which is a core process for developing creativity. Research on creativity and design thinking suggested that situated and hands-on experiences are essential for students fostering their creativity and design thinking skills. Exploration, problem solving, simulation, discussion, and brainstorming are some of the specific processes frequently being taken for facilitating students in achieving substantial gains on creativity and design thinking skills, and current development of computer technologies have tremendously advanced these creative working processes. For Mechanical Design, which is a unit of living technology course, 3D-pringing is among one of the computer technologies that could provide more complicated, approach-to-real creative working spaces.
This study intended to study the design and development of 3D-printing-based instructional strategy for the Mechanical Design of Living Technology course, and assumed to be beneficial for student’s technological creativity. The instructional strategy was designed based on the design thinking process, which guided students to conduct creative design and production. A quasi-experiment was conducted to explore the effects of 3D-printing-faciliated gear set design. The experimental group used 3D modelling and printing to assist creative design, whereas the control group used Lego bricks. The results show that although no difference on students’ technological creativity was found, the experimental group performed significantly better on designing and producing technological artifacts in terms of flexibility, sensitivity, and ability of elaboration. Moreover, students in 3D-printing group exhibited significantly better technological attitude in terms of interest and learning, and also revealed higher self-efficacies on hands-on operation, tool utilization, creative process, and problem-solving.
With iterated gear modelling/3D-pringing practices, students in the experimental group gain more on design thinking skills and technological domain knowledge, which affect the creativity of their technological artifacts. Therefore, in compare with traditional Lego bricks manipulations, guiding students employing 3D-printing-faciliated design advance more on the creativity of their technological production.
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