從創造連結開始的綠能學習
中園國小 林振群•梁哲霖
「動手做，把想法實踐出來」這就是創客的精神。「創客風潮」目前正風靡全世界，而且被視為是啟動未來創新的重要角色。從「想」到「做」的展現將成為影響未來競爭力的關鍵。而這一股「Maker」風潮也吹向台灣，新北市與世界同步，以學習、思考、發想、實作的教學方式，於104年在轄內的5所高中職建置「創客教室」(Maker classroom)，希望讓學習不再只是單方向的灌輸，透過自己的手將想法化為實體。中園國小也掌握著最新的潮流，並向下紮根，讓學生擁有真實的學習經驗，及親自動手做的學習概念，在校內的能源教室裡，也悄悄地在培育一群小的「創客」。
最恰當的環境可以讓創意奔馳，讓成就付諸實現，我們也正努力著將中園國小的能源教室營造成一個能讓小孩發揮創意的環境，希望以有限的資源、學習的角度，開闢一個屬於孩子的空間，讓孩子去認識能源動力的相關知識，並且能夠親身實作，體驗能源世界的奧妙！如同大家熟知的，美國家庭的車庫往往是實驗、腦力激盪、翻轉碰撞的實驗室，提供各種創意落實的可能，蘋果電腦創辦人Steve Jobs在車庫中製作出第一代電腦，就是最佳的詮釋典範。中園國小的能源教室擁有豐富且足夠的教具，讓學生在學習時能夠親自動手操作教具，使學生更容易和抽象概念作聯結，更能提高學生學習興趣及成效。相信孩子如果能操控自己製作的太陽能車跑來跑去，代表他也學會了數學、物理等領域的相關概念，這對孩子創造、思考力及人格鍛鍊都有莫大幫助。
筆者目前擔任中園國小能源社的指導老師，正指導學生參加創意太陽能車競賽。謹分享一點將創客概念與能源教育結合的小小經驗、想法，供讀者們參考。
一、 親自示範，以身作則
指導學生最有效的方式就是由教師來扮演楷模，因為孩子創造力的發展不是告訴他們怎麼做，而是做給他們看。教師要傳達給學生的訊息是：每個人都有做太陽能車的潛能，而且能將太陽能車做得很好。老師要講解太陽能車的作法，以及應用到的相關原理，接著親自示範製作方式，讓學生了解如何製作。接著經過學習，讓學生能熟悉太陽能車，並能順利的製作出產品。
二、 設計遊戲，激發創意
為了激發學生的思考能力，教師設計了各種不同的遊戲及競賽。例如：競速比賽，鬥牛比賽…等。學生依老師的示範做好的太陽能車，並不是最終的成品，相反的他們必須再思考怎麼改裝、改良，甚至整個解構重新發展，改造之後的車子須與其他人所作的太陽能車進行競速、鬥牛，以創造出最好的車輛模範。學生要面對時間壓力，冷靜構思裝置的設計構造，還要經過多次測試，才能確保「齒輪」、「馬達」和「積木」的功能相契合，成功為自己拿下優異成績。製作過程中，學生會彼此討論，完全由學生現場實作，這也正是培養學生獨立思考、協同學習的大好機會。
三、 鼓勵發想，善用問題
參加能源社的學生普遍喜歡實作，因此運用自然科學原理，融入競賽型實作，往往能吸引學生的熱情與投入。課程中教師除了講解應用原理外，也經常透過引導學生思考為什麼要這樣做﹖需要那些工具和材料?其他的方法可不可以?實驗出來的結果會變得如何?老師持續不斷的重點式提問，能讓學生深度思考，透過小組討論或腦力激盪，學生更能激發出創意。
以本次太陽能動力車競賽為例，老師們請學生用思考如何能提升車速，「減輕重量」、「增加動力」…等，這些都是學生經由討論所得到的想法。至於減輕重量的方法：利用較輕的塑膠板取代壓克力板，縮小車體體積等，學生都能在老師的引導之下，發展出自己的想法。
四、 鼓勵冒險，獎勵創意
有創意的人通常願意冒險，老師的任務就是幫助學生學會如何冒明智的風險，因為大多數的創作或多或少都會違反既有的做事方法，而且結果也不總盡如人意。老師必須接受學生天馬行空的想法，而且實際付之執行。在製作太陽能車的過程當中，學生嘗試要將原有的一大一小齒輪互換來提升速度，這時候老師的態度是支持的，而不是告訴孩子，這樣不可行，這樣一定失敗，經過一番調整、測試之後，發現速度並沒有原先的快，雖然結果是失敗的，是否定假設的，但這樣的過程必定也得到了另外一種結論、獲得另一個啟發，探究錯誤的過程肯定是一種學習與成長的機會。
創客就是連結，因為連結了「想」與「做」的過程，有助於找到答案並解決問題，更可能誘發新的創意與發明，是當前開創性動力的來源。科學的概念經常都是建立在真實的經驗上，在經驗過程中將科學的邏輯、步驟建立起來，讓孩子從「做中學」到「玩中學」，且讓孩子瞭解到科學的原理以及科學的經驗，確實能奠定未來學習的基礎，並協助學童日後各方面發展。
愛因斯坦說，想像力比知識更重要，因為知識是有限的，而想像力概括著世界的一切，推動著進步，並且是知識進化的源泉。嚴格地說，想像力是科學研究的實在因素。我們嘗試將創客的精神融入在能源教育的教學，讓孩子親自動手，實際操作，深入探索，反覆思考，激發想像力，讓能源教育與科技拉近了距離，也讓能源的學習更真實、更有意義。創造不再遙不可及，創作也不再難如登天，只是要有想法、有方法，要願意嘗試，最重要的是要開始，動手開始，親自開始，發揮想像力，然後建立連結，最後一定會邁向創新的未來，世界也就變得不一樣了。
Green
Energy Education from the Link of Creation, Maker
C.C. Lin, C.L. Liang
Chung Yuan Elementary School
“Maker” is now an overwhelming worldwide concept which tries to convey the
ideas of visualizing people’s thoughts by hands. It is considered a crucial as
well as influencing element of future competition. Now the wind has blown to
Taiwan. Meanwhile, the New Taipei City Government has established Maker
Classrooms in 5 high schools respectively to realize students’ thoughts and to
make learning not merely a one-way top-down process. Chung Yuan Elementary
School has caught the tide and been developing a group of small makers in
school.
We modified the Energy Education Classroom into a place of inspiring
atmosphere for students to let their creativity run wildly. With limited
resources, we have been anticipating that students can learn the related
knowledge of energy and experience the marvels of energy world. Chung Yuan
Elementary provide students with numerous and sufficient teaching aids. By
manipulating these teaching aids personally, we can solidify the connection
between reality and abstract concepts and promote learning motivation as well
as efficiency. It will be of great benefit, if students learn how to drive
their self-designed solar-powered car.
As the director of energy club in Chung Yuan Elementary school, I would like
to share some related thoughts:
Role model
The most efficient way to teach students is through teachers’ modeling. By
teacher’s demonstration, students can know that everyone has their own
potential to build a solar-power car.
Game Designing Stimulating Creativity
Various kinds of games were used to stimulate students’ creativity. The
solar-powered cars built with teachers’ help were not the final products.
Instead, students had to think how to modify, improve or even reconstruct the
cars to compete with cars from other groups. Given time limit, students must
learn to cooperate and to design the mechanism calmly. It was a great
opportunity for students to develop their individual thinking and
collaborative leaning.
Thinking by Asking Questions
Other than theory explaining, teachers usually guide the students to think the
reason of strategies adopting to accomplish the tasks. Consecutive questions
made students think deeply. Moreover, brainstorming in groups can stimulate
more creativity.
Encouraging Risks Taking, Rewarding Creativity
Somehow, people who are creative usually can take more risks. Teachers’
missions are to help students to challenging the risks wisely. Most creations
break traditional regularities to some extent and may not be so pleased.
Teachers should not put a stop sign to students’ wild thoughts, even though
the failures are at the corner. To error is undoubtedly a way to learn.
Being a Maker is to link the process between thinking and doing, to find the
answers, to solve the problems, and to inspire new creation and invention.
Scientific concepts are often generated from authentic experience. Learning by
doing or playing, the scientific experience can lay a foundation for future
learning and facilitate the future development of other aspects.
It is said, imagination is more important than knowledge, because knowledge is
limited, while imagination boundless. We try to integrate the spirits of
makers with energy education by making students self-motivated. The distance
between energy education and technology is drawing near. As long as there is a
will there is as way. So, let’s make it a brand new start, we can change the
world.
