本研究試圖藉由現象學方法的深度審視，詳細揭露國中學生親歷生活科技課程學習體驗的本質與意義。研究的目的主要回歸到學生學習生活科技的直接經驗，以便於探索學生經驗生活科技學習的不同方式，進而描寫並理解學生在他們生活科技學習活動中的現象與認知。
有五項的提問引導了本研究的進行：1) 國中學生學習生活科技的經驗是什麼？ 2) 學習生活科技的意義為何？ 3) 對一個國中學生而言，生活科技的學習會是像什麼樣子？4) 當學生學習生活科技時發生了什麼事？5)學生體驗生活科技的學習有哪些不同方式？
依循現象學取向的質化研究方法，讓學生為自己的體驗發聲，有將近30位來自同一所國中的男女學生參與了這項研究，採取深度訪談與學習體驗反思文本撰寫兩項現象學研究中常用的資料蒐集方法，透過這種資料蒐集的技術與研究者在研究歷程中的教學觀察，讓研究者得以從學生的觀點深入理解他們學習生活科技的真實經驗。
資料分析的方法主要使用源自Giorgi將現象學哲學觀點轉化為具體的研究方法，一種逐步分析文本資料的現象學心理學的方法。經由現象學方法的描寫與解釋分析之後，得到學生在生活科技學習體驗5項推斷，12項核心類別以及14項總體反思。研究所得的結果提供了一些必要的訊息，可以協助生活科技的教育人員進一步發展適當的課程與活動，以便支撐並促進台灣生活科技教育的推展。
本研究從現象學研究觀點的理解出發，建立一個整體的學生學習生活科技的圖像，冀求能幫助從事生活科技教學的教師們察知並了解他們對於學生學習生活科技的影響力，生活科技教師們必須知道如何運用這樣的影響力形成有效的方法，以便於促進學生科技素養的發展。研究的最終發現則提陳一些生活科技教學的意涵，並建議有關生活科技學習的教學和研究，以及學習環境和個人在學習獲得或發展觀點間的關係。

This study attempted to expose the essence and meaning of experiences of students who experienced the living technology activities by phenomenological approach. The purpose of this inquiry was aiming toward the experience of students’ learning living technology, revealing the phenomena and perceptions of students’ learning, describing and understanding the nature and course of their living technology learning, and exploring the ways how they experienced it differently.
The guiding questions for this study were:
1. What is the experience of living technology learning of junior high school students?
2. What is the meaning of living technology learning?
3. What are the images of students’ learning living technology ?
4. What occurred during students learning living technology?
5. What different ways did students experience living technology learning?
According to the phenomenological approach in qualitative research, allowing students’ experiences to speak for themselves. Thirty students of one junior high school including girls and boys participated in the study. Of two common methods of collecting data in phenomenological studies – interviews and journal writing were chosen. The data collecting technique combined with the participation observation in the course of the inquiry enabled the researcher to learn about students’ experiences of learning Living Technology from their perspectives.
Drawing on the work of Giorgi, who translated aspects of phenomenological philosophy into a concrete method of research, a phenomenological psychological approach was used to analyze the data in a step-by-step process. Through describing and interpreting of phenomenological analysis, the findings were five assertions, twelve categories and fourteen reflections of learning experience of students. The results of this study could provide the necessary information needed to further assist educationalists of living technology in developing appropriate programs and activities to support and facilitate the living technology education in Taiwan.
Embarked from the phenomenological research aspects, the study attempted to erect a holistic image of learning living technology of junior high school students. The researcher hoped that it can facilitate living technology teachers to reflect and realize their influence on the students’ living technology learning. Living technology teachers need to know how to apply their influence to effective teaching and promote the development of their students’ technological literacy. The results of this study presented some implications of living technology teaching, recommendations for instruction and research of living technology learning, as well as relationship between learning environment and student individual development.

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