| 摘要: | This study examines the effects of scaffolding instruction and situated learning on students’ sustainability competencies through a problem-oriented project in a social practice course. Both qualitative and quantitative methods were conducted to examine the change in sustainability competencies and the process's underlying mechanism. Students enrolled in the course “The Behavior Modification Strategies” that incorporated social practice activities were recruited in 2022 and 2023. The quantitative aspect of the study, known as Competency assessment, consisted of both a pretest and a posttest that was administered immediately after the course. The qualitative elements entailed 23 semi-structured interviews conducted in September 2022, involving 10 students, and in September 2023, involving 13 students. After completing the course, the competency examination demonstrated a notable augmentation in the domains of communication, continuous learning, problem-solving, creativity, and technology application. The remaining parts, interpersonal skills, teamwork, and discipline were deemed statistically non-significant. An analysis of the thematic content revealed four fundamental themes that surfaced during the process of learning: (1) situated learning, (2) scaffolding instruction, (3) problem-oriented project, and (4) deep-level cognitive processing. The findings indicated that the students' essential competencies were enhanced by implementing situated learning within the context of the social practice course, facilitated by scaffolding instruction in problem-oriented projects. |
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