摘 要
本研究以非STEM科系之教育學院學生為對象，嘗試將自造教育所強調的創客精神融入於創造力課程，讓學生從生活情境中參與合作分享、跨域研究、動手實作、與產出學習成果；在此過程中，同時累積科學素養。本研究以探究觀點，設計創意自造教育，課程內容包含：（1）教導創意技法、（2）透過練習強化創意發想、（3）融合創造性思考與問題解決、以及（4）創意成果發表；讓學生的創意從想到做，跳脫想像，對接實務與應用。為驗證本課程實踐成效，以教育學院大學部三年級為本課程實踐之對象，進行18週創造力教學課程。資料蒐集包含創造力測驗前後測、創意自造成果發表、學生課後訪談、與口試等多元評量方法，檢驗本課程之教學成效。研究結果發現，創意自造教育可以提升學生創造力、科學學習動機與科學素養。最後，根據本研究發現，提出創意自造教育課程設計，以供相關教學者與研究者之參考。
關鍵詞：自造教育、科學素養、探究教學、創客
Abstract
This research targets non-STEM students and integrates maker education into creativity courses, encouraging students to engage in collaborative sharing, interdisciplinary collaboration, hands-on practice, and the creation of their own products. Through this process, students can improve their scientific literacy. The course includes: (1) teaching creative techniques, (2) strengthening creative thinking through practice, (3) reinforcing creative thinking and problem-solving, and (4) displaying creative products. To verify the effectiveness of this course, third-year university students participated in an 18-week creativity teaching program. A mixed-method approach was used for data collection and analysis. This research utilized a one-group pretest-posttest design within quantitative methods to measure creativity. To assess teaching effectiveness, the course also included end-of-semester presentations and student interviews for qualitative analysis. Results show that incorporating maker education into creativity teaching effectively enhances students’ creativity, motivation for science learning, and scientific literacy. Students reported high satisfaction with the course, finding it beneficial for both practice and learning. Finally, several suggestions for teaching and research are presented.
Keywords: Maker education, Scientific literacy, Inquiry teaching, Maker