實務工程設計經常面對結構模糊的問題，運用線上資源進行資訊交流、建構問題上下脈絡關係，已是工程設計的常態。然而，站在PBL-STEM實作教育角度，學習者面對多元紛呈的線上學習資源，學習者如何善用、思辨線上資源的內容，使其合宜地成為學習者的認知輔助工具；更進一步地，認知主體在問題解決實作歷程中，如何擬訂其知識策略以縮短設計構想與實作成果之間的落差，此間認知主體之心智活動是亟待探討的議題。本研究邀請5位參與者，聚焦其如何運用各式線上學習資源自主學習，探討其結合回收再造的永續概念，進行問題解決實作與工程設計時如何建構相關知識。研究採質性取向、以主題分析法(thematic analysis)，依後設知識(meta-knowledge)三個向度分析資料。
本研究發現(一)網路資訊因著網際網路的無所不在、跨時間地域性，以及資訊豐富性等工具特性，成為了參與者們認知輔助工具的首要選擇。(二) 參與者們普遍認同環保議題融入教學，除了有助於環境永續與學習動機之外，融入回收再造的問題解決實作是一種4R (Reduce, Reuse, Recycle & Redesign)的學習歷程。(三) 參與者考量著教學對象的學習目標，透過歸納經驗的方式，認識材料與元件特性，在貼近材料基礎關係上，進一步檢視與思考材料與元件彼此間的交互應用關係，有助於其教學對象的學習目標，亦較容易建構出材料之間的創新應用關係。
更進一步地，本研究依據發現而提出三點未來研究建議：(一)問題解決探究實作之認知輔助工具運用策略；(二)問題解決教學鷹架之適時調整策略； (三)跨領域知識再建構探究策略之平衡策略。

There can be no doubt that using internet or digital tools in problem solving engineering design for recontextualization and cognitive tools. Perspective of PBL-STEM hands-on education, cognitive subject how to criticize and make decision from a variety of online information and resources, and further, those data can be appropriately used as cognitive aids for PBL-STEM activities. Furthermore, cognitive subject how to make strategies to improve their design draft, to reduce the gap between design draft and implementation results. Those mental activities of cognitive subject are foundation and important tops to be explored. This study invites five participants and uses qualitative orientation, thematic analysis and meta-knowledge to analyze the interview data. This investigation to reveal participants how to use various online resources in self-learning, and how to apply the concept of sustainability with upcycling in problem solving hands-on activities.

This study found that (1) Internet has become the primary choice of cognitive tools for participants due to the tool characterications, ubiquitous, richness information. (2) The participants generally agreed that integration of environmental protection topics into class , in addition to help learning motivation and recontextualization, the integration of upcycling into problem-solving hands-on is a 4R (Reduce, Reuse, Recycle & Redesign) learning process. (3) Learning objectives of primary school influences participant’s knowledge strategies, participants adopt inductive reasoning method to know the basic charactistic of materials and components, and then create a innovative application.

Based on the findings, this study proposes three future research suggestions: (1) Cognitive tool strategies for problem-solving hands-on activities; (2) Instantly adjust strategies for problem-solving hands-on learning scaffolding; (3) Adaptive and balanceing strategy of interdisciplinary self-reconstructing knowledge in PBL-STEM hands-on activities.

摘 要 v
第一章 緒論 1
第一節 研究背景及重要性 1
第二節 研究目的與研究問題 5
第三節 名詞釋義 6
第二章 文獻探討 9
第一節 線上學習資源與數位素養 10
一、線上學習資源 10
二、數位素養 13
第二節 自造者實作教育 15
一、自造者運動與線上社群 15
二、實作教育融入自造者運動 16
第三節 科學知識與建構主義 18
一、科學知識意象的轉變 18
二、建構主義 19
三、情境脈絡與知識建構影響 21
第四節 工程設計與後設知識 24
一、問題本位與工程設計 24
二、後設認知、自我調整學習與後設知識 27
第五節 問題解決實作之知識策略 30
第三章 研究方法 33
第一節 研究架構 33
第二節 研究設計與實施 34
第三節 參與者背景 39
第四節 研究者背景、立場與角色 41
第五節 資料收集與分析 43
第六節 研究的信賴度與研究倫理 45
第四章 結果與討論 49
第一節 問題解析之影響因素 50
第二節 科技工具、回收材料之影響因素 59
第三節 自主評量與TPCK之影響因素 69
第五章 結論與建議 81
第一節 研究結論 83
第二節 研究建議 86
參考文獻 93
附錄一、訪談問題 101
附錄二、研究同意書 103

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