高中生於科技專題的團隊合作能力評量工具之發展

Abstract

團隊合作能力是科技專題成功的關鍵，然而現階段科技專題在實踐團隊合作上的結果仍不盡理想，學者建議應透過評量工具瞭解現況，以提出對應的措施，然而科技教育對於如何評量專題中的團隊合作能力仍缺乏共識。故本研究旨在發展「高中生於科技專題的團隊合作能力評量工具」，並藉此瞭解高中生於科技專題的團隊合作能力現況。本研究透過文獻分析歸納研究工具之評量構面，並採用專家審查確認研究工具的內容效度，進行預試以確保評量工具的信、效度。在正式施測時，為涵蓋多樣化的研究樣本，採用立意抽樣，從北、中、南部分別選取城市型小規模學非城市型大規模學校，及城市型大規模學校，並以生活科技必修課程的學生作為研究對象，調查高中生於科技專題的團隊合作能力表現之現況。研究結果顯示：(1)高中生於科技專題的團隊合作能力評量工具涵蓋目標投入、角色責任，及溝通互動三個構面，共13個題項；(2)此評量工具的信、效度良好；(3)三個構面中，學生的溝通互動表現最佳；角色責任次之；目標投入則相對較弱。本研究結果不僅填補現有的研究缺口，同時亦為教學實務提供實質參考，協助教師藉由此評量工具，了解學生的團隊合作表現以調整教學策略，同時為學生提供實施團隊合作上的指引、提升其動機，期以提升高中生於科技專題中的團隊合作能力表現。Teamwork ability is a key factor in the success of technological projects. However, the current results of implementing teamwork in technical projects are still not entirely satisfactory. Scholars suggest that understanding the current situation through assessment tools is crucial for proposing corresponding measures. However, there is still a lack of consensus in technology education on assessing team collaboration skills within projects. To address this dilemma, this study aims to develop an"Assessment Tool for High School Students' Teamwork Abilities in Technological Projects" to gain insights into the current status of high school students' teamwork abilities in technological projects. This study derived the evaluation dimensions of the research tool through literature analysis and confirmed the content validity of the research tool using expert reviews, followed by a pilot test to ensure the reliability and validity of the assessment tool. In the formal implementation, a purposive sampling method was used to cover a diverse range of research samples by selecting students from mandatory Living Technology courses in schools from the northern, middle, and southern regions, including small-scale urban schools, large-scale non-urban schools, and large-scale urban schools, to investigate the current state of high school students' teamwork abilities in technological projects. The research results showed: (1) Assessment Tool for High School Students' Teamwork Abilities in Technological Projects covers three dimensions: team contribution, personal responsibility, and team communication, with a total of 13 items; (2) the assessment tool demonstrated good reliability and validity; (3) among the three dimensions of teamwork, students performed best in team communication, followed by personal responsibility, and team contribution was relatively less ideal. The results of this study not only fill the existing research gap but also provide practical references for teaching. This assessment tool helps teachers understand students' teamwork performance and adjust teaching strategies accordingly, while also providing students with guidance on implementing teamwork, enhancing their motivation, and ultimately improving their teamwork abilities in technological projects.