| 英文摘要 |
This phenomenological study aims to explore the shared experiences of participants in a maker-integrated curriculum, interpreting the meanings generated by these experiences. The curriculum, centered around the Curriculum Guidelines, employs SSCD to design a maker-integrated course in mathematics, information technology, and the arts. The research collects and analyzes curriculum plans, designs, and instructional videos from four high school teachers, as well as interviews, learning artifacts, photos from task performances, end-of-term questionnaires, and open-ended reflective feedback from 15 students. The results indicate that the SSCD maker-integrated course experience transforms teachers' perspectives and capabilities in curriculum and instruction, fostering a positive and proactive professional attitude. Furthermore, SSCD course learning enables students to develop a more solid foundation in knowledge, skills, attitudes, and values, making learning more fulfilling, enjoyable, and accessible.
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