研究生: |
李盈穎 Lee, Ying-Ying |
---|---|
論文名稱: |
探討臺灣學者對科技融入特殊教育跨域合作歷程之觀點及其對實務工作者的啟發 Exploring Taiwanese Scholars' Perspectives on the Cross-Disciplinary Collaboration Process of Integrating Technology in Special Education and Its Implications for Practitioners |
指導教授: |
王慧婷
Wang, Hui-Ting |
口試委員: |
簡志峰
Chien, Chih-Feng 周宇琪 Chou, Yu-Chi 王慧婷 Wang, Hui-Ting |
口試日期: | 2023/07/31 |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系 Department of Special Education |
論文出版年: | 2023 |
畢業學年度: | 111 |
語文別: | 中文 |
論文頁數: | 104 |
中文關鍵詞: | 合作歷程 、跨域合作 、科技 、特殊教育 |
英文關鍵詞: | development process, interdisciplinary, special education, technology |
研究方法: | 內容分析法 、 半結構式訪談法 |
DOI URL: | http://doi.org/10.6345/NTNU202301649 |
論文種類: | 學術論文 |
相關次數: | 點閱:95 下載:4 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
自台灣108新課綱的推動後,提高了教師在跨領域教學與學生對跨領域課程的需求,然而在中等教育階段以下推行 108 課綱跨領域教學面臨很多問題與挑戰。中小學教師跨域教學能力與師資培育機構之課程有著一定程度的關係。大專院校教師的跨域合作能力不但關係著現場教師的跨域合作和教學能力,同時也為現場教師的參照典範。本研究旨在了解國內特殊教育與科技相關領域,例如電機、電子、工程之跨域研究者跨域合作的歷程,同時探索其對實務工作者的啟發。本研究採質性研究中的深度訪談,分析方式為內容分析法。研究的對象是透過對文獻回顧所提及的研究團隊進行立意取樣,隨後再以滾雪球方式請這些研究對象推薦其他跨領域團隊。在第8位研究對象的訪談中,研究者發現相似主題反覆出現,意即已達到資料飽和。研究開展的步驟首先是蒐集、閱讀、整理有關特殊教育的跨域研發文獻及文件;接著,對研究對象進行深度訪談,並系統地進行資料及訪談記錄的分析。本研究發現組成跨域研究團隊的主要因素為因應環境與政策,但同時也發現政策無法完全支持所研發之科技產品後發展。在研究團隊所扮演的角色中,自陳為專業知識的傳達者皆為特殊教育領域專業者。然而這些角色與受訪者角色本質與經歷跨域合作後的角色成長是否有關連研究者為深入探討,因此建議未來研究者能針對此議題能進一步探討。最後根據本研究受訪資料,成果歸屬中的作者排序較多是依據貢獻度來排名。因此建議未來研究者可進一步探討其他面向的成果歸屬。本研究對於實務工作者的啟發為團隊成員需對目標有認同感、換位思考,才能有效的溝通和合作。另外,有效的時間管理和學校提供適當的支持和資源,以幫助教師更好地適應和實施跨領域教學,將是關鍵的課題。
Since the implementation of Taiwan's 108 new curriculum guidelines, there has been an increased focus on promoting interdisciplinary teaching among teachers and a growing demand for interdisciplinary courses from students. However, the execution of cross-disciplinary teaching aligned with the 108 curriculum, especially at levels below secondary education, faces various challenges and concerns.
The proficiency of primary and secondary school teachers in cross-disciplinary teaching is somewhat linked to the curriculum provided by teacher education institutions. Furthermore, the ability of higher education faculty to engage in cross-disciplinary collaboration not only impacts on-site teachers' capacity for cooperation and teaching skills but also serves as a model for on-site educators. This study aims to comprehend the dynamics of cross-disciplinary collaboration among researchers in fields like special education and technology, including domains such as electrical engineering and electronics. It also explores the insights derived from their collaboration for practitioners.
This research employs a qualitative methodology involving in-depth interviews and applies content analysis for data interpretation. Research subjects were selectively chosen from research teams mentioned in the literature review. Subsequently, a snowball sampling technique was employed to solicit recommendations for other cross-disciplinary teams from these subjects. In interviews with the eighth participant, recurring themes emerged, signaling data saturation.
The research process commenced with the collection, reading, and organization of cross-disciplinary research literature and documents relevant to special education. Subsequent steps involved conducting in-depth interviews with the research subjects and methodically analyzing both the data and interview records.
The study's findings reveal that the primary factors influencing the establishment of cross-disciplinary research teams respond to environmental factors and policies. However, it was also noted that policies were insufficient in fully supporting the subsequent development of the technological products resulting from the research. Among the roles assumed by these research teams, participants primarily viewed themselves as conveyors of specialized knowledge in the field of special education. Yet, whether these roles and their evolution following cross-disciplinary collaboration are interrelated remains an aspect that the researchers did not extensively investigate. Consequently, it is advisable for future researchers to further explore this aspect.
Lastly, based on the insights gleaned from the study's interviews, the order of authorship predominantly reflected contributors' levels of input. As a result, it is recommended that forthcoming researchers explore alternative dimensions of attributing authorship. The implications derived from this study for practitioners highlight the significance of a shared sense of identity among team members with a common goal. Additionally, adopting an empathetic perspective is crucial for facilitating effective communication and collaboration. Furthermore, effective time management and sufficient support and resources from educational institutions will prove pivotal in assisting teachers to adeptly adopt and implement interdisciplinary teaching methods.
三津村直貴(2018)。圖解 AI 人工智慧大未來:關於人工智慧一定要懂得96件事 ( 陳子安譯 )。旗標出版有限公司。
王竹梅、丁一顧 (2022)。中小學跨領域教學的困境與反思。臺灣教育評論月刊,11(4),78-83。
王惠蓉、羅文星 (2014)。跨領域教學在性別教育課程之實踐。通識教育學刊,14,59-86。
朱經明(1997)。特殊教育與電腦科技。五南。
江俊儀(2021)。淺談國中跨域課程之發展。臺灣教育評論月刊,10(3),153-158。
林敬堯、林志哲(2020)。團隊導向學習法提升學生核心素養之省思-以跨領域專題製作為例。臺灣教育評論月刊,9(6),61-67。
林思賢、王蘋、陳凱莘 (2020)。國中集中式特教班之科技領域課程與教學—特殊教育與生活科技科實習教師的跨領域協同教學。特殊教育發展期刊,69(5),55-74。
周淑卿、王郁雯(2019)。從課程統整到跨領域課程:台灣二十年的論述與問題。教育學報,47(2),41–59。
Patton, M. Q. (1995)。質的評鑑與研究 (吳芝儀、李奉儒譯)。台北:桂冠。
吳亭芳、陳明聰、王華沛(2000)。運用科技輔具實踐融合教育理念。中華民國特殊教育年刊:e 世代特殊教育,33-46。
吳勝儒(2019)。虛擬實境性騷擾防治課程對自閉症青少年學習效果之研究。臺灣性學學刊,25(1),1-29。
高淑清(2008)。質性研究的18堂課:首航初探之旅。麗文文化。
孫春望(1998)。1997 童話幻想曲:合作式電腦遊戲設計。教學科技與媒體,37,2-9。
許籐繼(2020)。教師文化對教學效能影響之探究。課程與教學季刊,23(1),35-60。
許建中、羅逸平(2018)。跨專業合作模式之學校輔導工作反思-以金門縣為例。臺灣教育評論月刊,7(11),43-45。
張芬芬(譯) (2006)。質性研究資料分析。雙葉。
張佑瑄、劉雅甄(2015。體感遊戲Wii和Kinect在技術特性與使用效果之比較。中華體育季刊,29,237-246。
郭淳文、張世彗 (2018)。繪本結合擴增實境教學對國小智能障礙學生口語表達成效之研究。特教論壇,25,1-24。
教育部 (2013)。身心障礙及資賦優異學生鑑定標準(2013年9月2日修正版)。
陳貽照、曾憲雄、黃松林(2020)。X+AI 跨領域溝通:以機構老年人孤寂感預警為例。人文與社會科學簡訊,22(1),92-94。
陳素芬、張大慈、林立元、陳曉郁。(2005)。大學生科技跨領域學程之課程評量。亞太科學教育論壇,1(6),1-13。
程于芳、林暐昇(2021)。運用虛擬實境技術幫助泛自閉症障礙孩童之分享式注意力技能。台灣科技大學人文社會學報,17(3),239-261。
葉佳琪、孟瑛如 (2020)。國中小自閉症學生透過虛擬實境教學系統學習社會技巧成效之探討。教育傳播與科技研究,123,39-58。
微軟 (2023)。什麼是混合實境。https://learn.microsoft.com/zhtw/windows/mixed-reality/discover/mixed-reality
傅斌暉(2014)。高中藝術教師跨領域協同教學成效之個案研究-以中山女中高瞻計畫(2007-2010)為例。中等教育,65(1),95-111。
潘文福、謝金威(2018)。體感創客在跨領域教學中的創作表現與其創作過程所扮演的合作角色評估。科學教育學刊,26(S),377-398。
蔡浩軒、孟瑛如 (2020)。擴增實境技術融入特殊教育課程設計之現況與趨勢探討。特教論壇,28(1),1-19。https://doi.org/org/10.6502/SEF.202006_(28).0001
羅逸平 (2022)。跨域課程在大學課室中之教學挑戰與反思。臺灣教育評論月刊,11(4),08-12。
Alexis, B. (2020). Low-Tech is the new High-Tech. climateforesight.eu.
Almazaydeh, L., Al-Mohtadi, R., Abuhelaleh, M., & Tawil, A.A. (2022). Virtual reality technology to support the independent living of children with autism. International Journal of Electrical and Computer Engineering, 12(4), 4111-4117.
An official website of the State of Georgia. (2022, March 6). Assistive Equipment & Technology. https://ada.georgia.gov/helpful-resources/technology-and-education/assistive-equipment-technology
Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3–4), 233–247. https://doi.org/org/10.1080/02604027.2014.934639.
Bai, Z., Blackwell, A. F., & Coulouris, G. (2015). Using augmented reality to elicit pretend play for children with autism. IEEE Transactions on Visualization and Computer Graphics, 21(5), 598–610.
Benda, P, Smejkalova, M, Ulman, M. (2015). Augmented reality as a working aid for intellectually disabled persons for work in horticulture. Agris On-Line Papers in Economics & Informatics, 7(4), 31-37.
Braun, V. & Clarke, V. (2013). Successful Qualitative Research: a practical guide for beginners. Sage: LA. https://doi.org/10. 1177/0959353515614115
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2 Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). Washington, DC, US: American Psychological Association. https://doi.org/10.1037/13620-004
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. London, England:Sage
Chang, C.-J., Chang, M.-L., & Shih, C.-H. (2016). Encouraging overweight students with intellectual disability to actively perform walking activity using an air mouse combined with preferred stimulation. Research in Developmental Disabilities, 30(55), 37-43.
Chien, Z. E., Chen, C-H., Wu, F-G., Lin, N. P., Hsieh, T. & Hong, T. H. (2018). A real-time feedback navigation system design for visually impaired swimmers. Advances in Human Factors in Sports, Injury Prevention and Outdoor Recreation - Proceedings of the AHFE 2017 International Conference on Human Factors in Sports, Injury Prevention and Outdoor Recreation. 155–166.
Clark, V. L. P. & Creswell, J. W. (2008). The mixed methods reader. CA: SAGE.
Crabtree, B.F., & Miller, W.L. (1992). Doing Qualitative Research: Multiple Strategies. Sage Publications.
Cunha, P., Brandão, J., Vasconcelos, J., Soares, F., & Carvalho, V. (2016). Augmented reality for cognitive and social skills improvement in children with ASD. In: Proceedings of 13th International Conference on Remote Engineering and Virtual Instrumentation, REV 2016, 334–335. https://doi.org/org/10.1109/rev.2016.7444495
Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy (2004). Facilitating interdisciplinary research. National Academies. Washington: National Academy Press, 2.
Colombi, C., & Ghaziuddin, G. (2017). Neuropsychological characteristics of children with mixed autism and ADHD. Autism Research and Treatment, 1–5, https://doi.org/org/10.1155/2017/5781781.
de Freitas, L., Morin, E., & Nicolescu, B. (1994). The charter of transdisciplinarity (Trans. K.-C. Voss). (Accessed 27 July 2017). http://cirettransdisciplinarity.org/chart.php#en.
Dawn, W., Tamara, J., Laurie, U., Linda, A., Kristen, M., Robert, M. (2019). Using a mixed-reality environment to train special educators working with students with autism spectrum disorder to implement discrete trial teaching. Focus on autism and other developmental disabilities, 35(1), 3-14.
Daniel, K.L., McConnell, M., Schuchardt, A., Peffer, M.E. (2022).
Challenges facing interdisciplinary researchers: Findings from a professional development workshop. PLoS ONE, 17(4), e0267234. https://doi.org/org/10.1177/1088357619844696
Deutsch, L., Belcher, B., Claus, R., & Hoffmann, S. (2021). Leading inter and transdisciplinary research: Lessons from applying theories of change to a strategic research program. Environmental Science & Policy, 120, 29-41.
Georgopoulos, V. C., Malandraki, G. A., & Stylios, C. D. (2003). A fuzzy cognitive map approach to differential diagnosis of specific language impairment. Artificial intelligence in Medicine, 29(3), 261-278.
Garzón, J., Pavón., J., & Baldiris., S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality. 23(1), 447–459. https://doi.org/org/10.1007/s10055-019-00379-9
Guimarães, M. H., Pohl, C., Bina, O. & Varanda, M. (2019). Who is doing inter- and transdisciplinary research, and why? An empirical study of motivations, attitudes, skills, and behaviours. Futures, 112 (102441), 1-16. https://doi.org/org/10.1016/j.futures.2019.102441
Hoffmann, S., Pohl, C., & Hering, J. G. (2017a). Exploring transdisciplinary integration within a large research program: Empirical lessons from four thematic synthesis processes. Research Policy, 46(3), 678–692. https://doi.org/org/10.1016/j.respol.2017.01.004.
Hoffmann, S., Pohl, C., & Hering, J. G. (2017b). Methods and procedures of transdisciplinary knowledge integration: Empirical insights from four thematic synthesis processes. Ecology and Society, 22(1), 27. https://doi.org/org/10.5751/ES-08955-220127.
Howorth, S. K., Deborah, R. E., Flanagan, S., & Min, W. O. (2019). Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder. Intervention in School and Clinic, 55(2), 71–77.
INTREPID (2017). 1st INTREPID policy brief: Recommendations on integrating interdisciplinarity, the social sciences and the humanities and responsible research and innovation in EU research, may. http://hdl.handle.net/10451/29190.
Johnson, L. J., & LaMontagne, M. J. (1993). Using content analysis to examine the verbal or written communication of stakeholders within early intervention. Journal of Early Intervention, 17(1), 73-79. https://doi.org/org/10.1177/105381519301700108
Jahn, T. (2008). Transdisciplinarity in the practice of research. In: Bergmann M, Schramm E (eds) Transdisziplina¨re Forschung: Integrative Forschungsprozesse verstehen und bewerten. Campus Verlag, Frankfurt/Main, 21–37.
Jain, K., Manghirmalani, P., Dongardive, J., & Abraham, S. (2009). Computational diagnosis of learning disability, International Journal of Recent Trends in Engineering, 2(3), 64.
John, M., C. (2004). WHAT IS ARTIFICIAL INTELLIGENCE. Computer Science Department, http://www-formal.stanford.edu/jmc/.
Jahn, T., Bergmann, M., & Keil, F. (2012). Transdisciplinarity: Between mainstreaming and marginalization. Ecological Economics, 79, 1–10. https://doi.org/org/10.1016/j.ecolecon.2012.04.017.
Jentsch, T., & König, J. (2022). Teacher Competence and Professional Development. International Handbook of Comparative Large-Scale Studies in Education, 22, 1167-1183.
Kerdvibulvech, C., & Wang, C. C. (2016). A new 3D augmented reality application for educational games to help children in communication interactively. In: Gervasi, O., et al. (eds.) ICCSA 2016. LNCS, vol. 9787, 465–473.
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia – Social and Behavioral Sciences, 47, 207 – 302.
Klein, T. J. (1990). Interdisciplinary: History, Theory, and Practice. Wayne State University Press.
Knight, V. F., Smith, B. R, Spooner, F., & Browder, D. M. (2012). Using explicit instruction to teach science descriptors to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 378-389.
Kleickmann, T., & Anders, Y. (2013). Learning at university. Cognitive activation in the mathematics classroom and professional competence of teachers, 1, 321–332.
Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for no verbal autistic children. Journal of Autism and Developmental Disorders, 17, 187-200.
Liu, J. E., Mok, E., & Wong, T. (2006). Caring in nursing: Investigating the meaning of caring from the perspective of cancer patients in Beijing, China. Journal of Clinical Nursing, 15(2), 188-196. https://doi.org/org/10.1111/j.1365-2702.2006.01291.x
Lang, D., J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., Swilling, P., & Thomas, C., J. (2012). Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability science: bridging the gap between science and society, 7(1), 25-43. https://doi.org/org/10.1007/s11625-011-0149-x
Lai, M. C., Chiang, M. S., Shih, C. T., Shih, C. H. (2018). Applying a Vibration Reminder to Ameliorate the Hyperactive Behavior of Students with Attention Deficit Hyperactivity Disorder in Class. Journal of Developmental and Physical Disabilities, 30(6), 835-844.
Lee, J., Chen, C. H., Wang, C. P., & Chung, C. H. (2018). Augmented Reality Plus Concept Map Technique to Teach Children with ASD to Use Social Cues When Meeting and Greeting. Asia-Pacific Education Researcher, 27(3), 227–243.
Liu, C., Bian, Y., Xi, Y., Zheng, Y., Huang, J., Gai, W., Yang, C., & Meng, X. (2022). Evaluating the role of mixed reality in cognitive training of children with ASD: Evidence from a mixed reality aquarium. International Journal of Human-Computer Studies, 162. https://doi.org/org/10.1016/j.ijhcs.2022.102815
Lumbreras, M.A.M., de Lourdes, M.T.M., & Ariel, S.R. (2018): Aura: augmented reality in mobile devices for the learning of children with ASD-augmented reality in the learning of children with autism. Augmented Reality for Enhanced Learning Environments, 142–169. https://doi.org/org/10.4018/978-1-5225-5243-7.ch006
Miles, M., & Huberman, A. M. (1994). Qualitative Data Analysis. CA: Sage
McMahon, D. D., Cihak, D. F., Gibbons, M. M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify Potential food allergens. Journal of Special Education Technology, 28(3), 21–32.
McMahon, D. D., Cihak, D. F., & Wright, R. E. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 47(3), 157–172.
McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016).Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism. Journal of Research on Technology in Education, 48(1), 38-56. https://doi.org/org/10.1080/15391523.2015.1103149
Montuori, A. (2013). Complexity and transdisciplinarity: Reflections on theory and practice. World Futures, 69(4–6), 2000–2013. https://doi.org/org/10.1080/02604027.2013.803349.
Mittelstraß, J. (2007). Frascati Manual 2015: Guidelines for Collecting and Reporting Data on Research and Experimental Development, The Measurement of Scientific, Technological and Innovation Activities, OECD Publishing. Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 181–204.
Pang, H., & Xin, J. (2009), Research on the mechanism of R&D process cooperative work. Proceedings - International Conference on Management and Service Science, MASS 20095303668.
Pohl, C. (2011). What is progress in transdisciplinary research? Futures, 43(6), 618–626.
Pas, E.T., Johnson, S.R., Larson, K.E., Brandenburg, L., Church, R., & Bradshaw, C.P. (2016). Reducing behavior problems among students with autism spectrum disorder: Coaching teachers in a mixed-reality setting. Journal of Autism and Developmental Disorders, 46(12), 3640-3652.
Patricia, P. F., Gerardo, H., Lila, K., Antonio, F. C. (2022). Enhancing joint attention skills in children on the autism spectrum through an augmented reality technology-mediated intervention. Children, 9(2), 258.https://doi.org/org/10.3390/children9020258
Piaget, J. (1972). The Epistemology of Interdisciplinary Relationships. Interdisciplinary: Problems of Teaching and Research in Universities. OECD.
Retalis, S., Boloudakis., M., Kourakli., M., & Siameti., F. (2015). Empowering children with ADHD Learning Disabilities with the Kinems Kinect learning games. Proceedings of the 8th European Conference on Uni ersit of Applied Sciences Uni Games Based Learning varsity of Applied Sciences.
Richard, E., Billaudeau, V., Richard, P., & Gaudin, G. (2007). Augmented reality for rehabilitation of cognitively disabled children: A reliminary Study. Virtual Rehabilitation, 102–108. https://doi.org/org/10.1109/ICVR.2007.4362148
Schmidt, L., Falk, T., Siegmund, S. S., 1, Spangenberg, J. H.(2020). The Objectives of Stakeholder Involvement in Transdisciplinary Research. A Conceptual Framework for a Reflective and Reflexive Practise. Ecological Economics, 176. https://doi.org/org/10.1016/j.ecolecon.2020.106751
Sebe, N., Cohen, I., Gevers, T., & Huang, T. S. (2006). Emotion Recognition Based on Joint Visual and Audio Cues. 18th International Conference on Pattern Recognition . 1136-1139. https://doi.org/org/10.1109/ICPR.2006.489.
Shih, C. H., Chiang, M. S., Lin, Z. J. (2021). Applying Computer Technology to Teach Children with Autism Spectrum Disorder to Initiate Requests for Assistance. International Journal of Disability, Development and Education. 68(2), 151-159.
Shih, S. H., Hsu, N.Y., Shih, C. T. (2009). Assisting people with developmental disabilities to improve pointing efficiency with an Automatic Pointing Assistive Program. Research in Developmental Disabilities, 30, 1212–1220.
Stokols, D. (2014). Training the next generation of trans disciplinarians. In M. O. O’Rourke, S. Crowley, S. D. Eigenbrode, & J. D. Wulfhorst (Eds.). Enhancing communications & collaboration in interdisciplinary research. Los Angeles, CA: Sage Publications.
Tsai, W.T., Lee, I.J., & Chen, C.H. (2021). Inclusion of third-person perspective in CAVE-like immersive 3D virtual reality role-playing games for social reciprocity training of children with an autism spectrum disorder. Universal Access in the Information Society. 20(2), 375–389.
Wang, C.P. (2023). Training children with autism spectrum disorder, and children in general with AI robots related to the automatic organization of sentence menus and interaction design evaluation. Expert Systems with Applications: An International Journal. 229. https://doi.org/org/10.1016/j.eswa.2023.120527
Zafrulla, Z., Brashear, H., Starner, T., Hamilton, H. (2011). American sign language recognition with the Kinect. Conference: Proceedings of the 13th International Conference on Multimodal Interfaces. 14-18. https://doi.org/org/10.1145/2070481.2070532