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題名:利用主題式教材於STEM教育情境中對學習成效影響之研究
作者:賴柏諺
作者(外文):LAI, BO-YAN
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:陳狄成
學位類別:博士
出版日期:2023
主題關鍵詞:STEM情境主題式教材素養能力工程教育STEM contextthematic teachingliteracy abilityengineering education
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本研究利用主題式教材探討STEM教育情境中,對於學生學習成效的影響。主題式教材以機械群、設計群的專業繪圖軟體為學習核心並以生活週遭可見的事物為主題。主題的難度分為「初階8題」與「進階12題」共20個主題,整體教學過程中,教學者使用STEM教育的PIRPOSAL模式營造適合學生的STEM教育情境,學生藉由各週的主題式教材課程感受各專業繪圖軟體優勢與劣勢,刺激學生創意激盪並善用各專業繪圖軟體長處,打破設計困難的壁壘。
研究結果顯示實驗組學生的素養能力、技術能力、學習態度及學習動機上皆優於控制組學生且呈顯著差異,由此得知學生於STEM教育情境中透過主題式教材學習能有效提升學習成效。此外,研究發現學生並不會因主題式教材的跨領域性質而稀釋課程學習。反而對於跨領域學科的認知能夠有更實質的收穫。於實驗課程結束兩年後的半結構式訪談分析發現,不僅實驗組學生於投入相關領域產業的比率高於控制組,在課業或是業界都能比控制組學生有更活躍的表現,顯示學生經實驗教學後不只是學習成效能有效提升,同時也證實學生具備實質能面臨未來挑戰的素養能力。
This study investigates the impact on student learning outcomes by using the STEM Education using Thematic Teaching Materials. Thematic Teaching Materials takes the professional drawing software of the mechanical group and the design group as the core of learning and takes the visible things which around the real-life as the main themes. In this research, the difficulty of the topics is divided into 20 topics, namely "8 questions for the beginner" and "12 questions for the advanced". In the overall teaching process, teachers use the PIRPOSAL model of STEM education to create a STEM Education situation suitable for students. Students also experience the advantages and disadvantages of various professional drawing software through the Thematic Teaching Materials course. This study uses this teaching method to stimulate students' creativity and utilizes the advantages of various professional drawing software to break the difficulties encountered in design process.
From the research results, it can be observed that the students in the experimental group are better than the students in the control group in terms of literacy ability, technical ability, learning attitude and learning motivation, and there are significant differences. Through the results of research and analysis, it is found that students can significantly improve their learning effectiveness by studying themed textbooks in the STEM Education environment. In addition, the study found that the cross-disciplinary nature of Thematic Teaching Materials did not dilute the speed of learning in the course. On the contrary, students can gain more substantive gains in the cognition of interdisciplinary subjects. In the other hand, this study found in the semi-structured interview analysis after two years of the experimental course that not only the experimental group students had a higher rate of investment in related profession fields than the control group, but also had more outstanding performance in both academic work and the industry than the control group. active performance. The results of this research have shown that students can effectively improve their learning effectiveness after experimental teaching, and prove that students have substantial abilities at the same time. This learning method successfully let students to gain the literacy abilities to face future challenges.
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