STEM 課程統整模式運用於國中生活科技教學對學生學習成效影響之行動研究

Abstract

本研究目的主要在探討STEM( Science, Technology, Engineering, Mathematics) 課程統整模式對國中學生在學習科學、科技、工程與數學之學習活動接受度與學習成效。研究目的有三：(1)發展STEM 學習活動並探討其接受度；(2)探討STEM 課程統整模式實施於國中生活科技教學後，對學生學科知識學習的影響；(3)探討STEM 課程統整模式實施於國中生活科技教學後，對學生學科學習態度的影響。採用的研究方法為行動研究與問卷調查法，選取高雄市某國中九年級學生為研究對象，兩個班級，人數共60人，進行為期6週共6節課的「STEM 學習活動」。 本研究工具為自編之STEM 學習活動接受度與學習成效及態度問卷，並以SPSS for Windows進行平均數、標準差、t檢定等分析。本研究歸納之結論包括：一、設計STEM 學習活動的原則為：(1)主題；(2)統整；(3)學生中心；(4)多元；(5)務實；二、學生對於STEM學習活動的安排表示能接受且肯定；三、STEM 課程統整模式對學生學習科學與工程的學習成效有正向的影響；四、STEM 課程統整模式對學生學習科技與數學的學習成效無顯著的影響；五、STEM 課程統整模式對低分組學生學習科技與數學的學習成效有正向的影響；六、STEM 課程統整模式可以提升學生學習科技與工程的意願；七、STEM 課程統整模式未能提升學生學習科學與數學的意願。 最後本研究提出的建議如下：一、STEM 學習活動內容廣泛，教學前須先瞭解學生先備知識；二、實施活動前測驗，以對於低分組與高分組學生進行因材施教；三、讓學生先藉由實作過程來瞭解科學與數學相關原理。

The aim of this study was to explore the impact on students learning effectiveness and courses acceptance by applying STEM (Science, Technology, Engineering, and Mathematics) curriculum integration model tothe learning activities which included physics, technology, Engineering and mathematics. This research planned to accomplish the following purposes: (1) to develop a STEM learning activity for junior high school living technology course and explore its acceptance, (2) to explore the impact on students learning of subject knowledge after STEM curriculum integration model implemented to junior high school living technology learning activities (3) to explore the impact on students learning attitude after STEM curriculum integration model implemented to junior high school living technology learning activities. The research method adopted action research and questionnaire survey, selected 60 students of grade 9 in Kaohsiung for the study. The study lasted for six weeks, that is, a total of six lessons of “STEM integrated curriculum learning activities”. This research tool were self-designed STEM courses acceptance, learning effectiveness and attitudes questionnaire, and used SPSS for Windows to analyze the mean, standard deviation and t test. The major findings of the study were listed below: 1. STEM learning activities design principles: (1) theme, (2) integration, (3) student center, (4) multiple, (5) pragmatic. 2. Students were willing to accept using the STEM instruction. 3. STEM curriculum integration model had positive impact on students learning of physics and engineering. 4. STEM curriculum integration model had no impact on students learning of technology and mathematics. 5. STEM curriculum integration model had positive impact on low-level students learning of technology and mathematics. 6. STEM curriculum integration model could promote students' willingness to learning of technology and engineering. 7. STEM curriculum integration model could not promote students' willingness to learning of science and mathematics.