近年工程教育研究（Engineering Education Research）已成為一個受到政府、學者與教育家重點關注的研究領域，目標旨在培養學生的問題解決能力以及與同行和專家協作等高層次能力。學生出題策略（Problem-posing）是近年受到推崇以學生為中心導向之教學/學習策略，激勵學生基於情境、材料或教學焦點生成新問題與解法，其強調從認知和情感角度促進學生主動建構知識並不斷反思以培養其問題解決能力。本研究認為此策略可提升學生在工程領域中重要的認知和情感技能，更能使其對於未來成為工程師並進入職場做準備。由於目前學生出題融入工程教育之研究和實證證據相當稀缺，亦缺乏適當的線上出題系統以符合工程課程。因此本研究希望建置適合工程領域的線上出題系統，以符合工程領域的課程設計，並實證的角度來探索此新興研究議題。
本研究包含兩個案例研究（Case study），案例一為「學生出題策略融入基礎計算機概論課程」；案例二為「學生合作出題策略融入工程統計課程」。兩個案例均使用本研究所建置的線上出題系統進行實驗，並採用準實驗單組前後測設計，透過量化與質性資料的收集和分析，以共同探討與回應五個主要研究問題。除了應用多種量化工具（問卷、成績、學生作品與學生行為）進行資料收集與本研究所建構之學習框架的驗證，更透過半結構訪談法深度探索學生與教師對於學生出題策略融入工程教育的想法。研究流程包含學生出題框架設計、線上出題系統建置、教學活動設計、教學實驗與資料收集與分析與研究結果討論。
研究問題一之結果顯示，本研究所建置的工程學生出題框架適用於約一半的學生(48%)，質性訪談顯示學生認為由於不同外部與內部原因而無法適用。研究問題二的分析結果顯示不論在案例一與案例二，學生的認知與情感技能皆有顯著提升，但考慮到先前的成就水平則顯示不同的進步程度。研究問題三之分析結果顯示不論是學生或老師都感受到（合作）學生出題策略融入工程教育的不同方面的學習益處以及困難點。研究問題四之量化與質性結果皆表明比起（合作）學生出題任務，學生認為參考同儕的題目更能幫助他們的學習。研究問題五的分析結果表明學生的出題能力與其學習成就及問題解決能力達到顯著相關。最後，本研究對於此新研究議題與系統建置方面，提出了研究限制與未來研究方向。

Engineering Education Research (EER) has gained attention from governments, scholars, and educators in the last 30 years, delicately cultivating students' problem-solving abilities, understanding of societal impacts, and higher-order skills. Problem-posing has gained recognition as a student-centered learning strategy that motivates students to generate new problems and solutions based on situations, materials, or instructional focuses. Given the scarcity of research and empirical evidence in the integration of problem-posing strategies in the engineering field, the present research was devoted to contributing theoretically, technically, and practically to engineering education research (EER) by engineering problem-posing framework development and system construction, with the provision of empirical evidence based on quantitative and qualitative dimensions from two education experiments.
The study comprises two case studies that integrated individual and collaborative problem-posing strategies in engineering courses. The study addresses five major research questions by collecting and analyzing quantitative and qualitative data. Various quantitative tools are used to collect data and validate the learning framework constructed in this study. Additionally, semi-structured interviews are conducted to delve deeper into student and teacher perspectives on the integration of student problem-posing strategies into engineering education.
The results of research question 1 indicate that the developed problem-posing framework applies to approximately half of the students. The result of research question 2 indicates improvements in both cognitive and affective skills for students in two cases. Different levels of improvement were found when considering students’ prior achievement levels. Results from research question 3 indicate that students and teachers perceive various learning benefits and challenges from implementing (collaborative) problem-posing strategies. Findings from research question 4 suggested that students perceived higher utility value in peers’ problems-referring. The result of research question 5 reveals significant correlations between the quantity of posed authentic open-ended problems and their learning achievements/problem-solving skills.

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