Developing Sustainability Competencies of University Students through Problem-Oriented Project in a Social Practice Course

University of Taipei > 教育學院 > 教育行政與評鑑研究所 > 出版品 > 教育行政與評鑑學刊 > Item 987654321/18956

請使用永久網址來引用或連結此文件: http://utaipeir.lib.utaipei.edu.tw/dspace/handle/987654321/18956

題名:	Developing Sustainability Competencies of University Students through Problem-Oriented Project in a Social Practice Course
作者:	朱恩;曾幼涵;王叢桂;Chu, Ａn;Tseng, Yuhan;Wang, Chung-Kwei
貢獻者:	Institute of Educational Administration and Evaluation University of Taipei;Nacio Consulting Ltd;Department of Psychology, Soochow University
關鍵詞:	深層次的認知處理;問題導向專題;鷹架式教學;情境式學習;永續共通職能;Deep-level cognitive processing;Problem-oriented project;Scaffolding instruction;Situated learning;Sustainability competency
日期:	2023-12
上傳時間:	2024-03-13 15:57:38 (UTC+8)
出版者:	臺北市：臺北市立大學教育行政與評鑑研究所
摘要:	This study examines the effects of scaffolding instruction and situated learning on students’ sustainability competencies through a problem-oriented project in a social practice course. Both qualitative and quantitative methods were conducted to examine the change in sustainability competencies and the process's underlying mechanism. Students enrolled in the course “The Behavior Modification Strategies” that incorporated social practice activities were recruited in 2022 and 2023. The quantitative aspect of the study, known as Competency assessment, consisted of both a pretest and a posttest that was administered immediately after the course. The qualitative elements entailed 23 semi-structured interviews conducted in September 2022, involving 10 students, and in September 2023, involving 13 students. After completing the course, the competency examination demonstrated a notable augmentation in the domains of communication, continuous learning, problem-solving, creativity, and technology application. The remaining parts, interpersonal skills, teamwork, and discipline were deemed statistically non-significant. An analysis of the thematic content revealed four fundamental themes that surfaced during the process of learning: (1) situated learning, (2) scaffolding instruction, (3) problem-oriented project, and (4) deep-level cognitive processing. The findings indicated that the students' essential competencies were enhanced by implementing situated learning within the context of the social practice course, facilitated by scaffolding instruction in problem-oriented projects.
關聯:	教育行政與評鑑學刊，34期，頁73-119
顯示於類別:	[出版品] 教育行政與評鑑學刊

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
index.html		0Kb	HTML	316	檢視/開啟

在uTaipei中所有的資料項目都受到原著作權保護.

資料載入中.....