- 期刊
- OpenAccess
基於問題導向學習之STEM機器人課程對偏遠地區學生關鍵能力表現之影響
Determinants of Key Competencies for Problem-Based STEM Robotic Education in Rural Areas
摘要
STEM機器人教育可讓學生採用多領域知識以及程式技能來解決問題，並培養學生的關鍵能力。然而，鮮少有研究針對學生整體的關鍵能力表現（包括問題解決、合作能力、批判思考和創造力）進行評估，特別是對於偏遠學校的學生。因此，本研究旨在探討基於問題導向的STEM機器人課程對偏遠地區學生學習活動前後關鍵能力的影響。研究對象為470位臺灣各國民中學的學生，所有學生都參與了為期18週的STEM機器人課程。研究對象在課程開始前和結束後分別填寫了一次關鍵能力傾向量表。本研究使用驗證性因素分析驗證了問卷的有效性，並利用成對樣本t檢定檢查學生學習活動前後的關鍵能力表現。此外，本研究還運用結構方程模型比較了學生學習活動前後的關鍵能力相關性。研究結果發現，學生學習活動後的問題解決傾向與創造力傾向皆有顯著提升。另一方面，結構方程式分析結果顯示，學生學習活動後的合作學習傾向顯著正向預測創造力傾向。根據研究結果，本研究證實了STEM機器人課程對偏遠地區學生的創造力預測效果，並建議未來相關課程能給予更多問題導向的合作與協商的機會。
並列摘要
STEM robotic education can lead students to adopt interdisciplinary knowledge and programming skills to solve problems and foster their key competencies. However, there needs to be more research assessing the overall performance of students in key competencies, including problem-solving, collaboration, critical thinking, and creativity, especially regarding the perspectives of students from rural schools. Therefore, this study aimed to investigate the impact of problem-based STEM robotic courses on rural school students' key competencies. The study included 470 students from various junior high schools in Taiwan, all of whom participated in an 18-week STEM robotic course. The participants completed a key competencies tendency questionnaire before and after the courses. The validity of the questionnaire was confirmed using confirmatory factor analysis, and paired-sample t-tests were conducted to examine the performance of key competencies before and after the students' learning activities. Additionally, structural equation modeling was employed to compare the correlations of key competencies before and after the students' learning activities. The study's results revealed that students' problem-solving and creativity tendencies increased significantly after the learning activity. On the other hand, the results of the structural equation analysis showed that students' collaborative learning tendency positively predicted their creativity tendency after the learning activity. Based on the research results, this study confirmed the predictive effect of STEM robotic courses on rural school students' creativity and suggested that future related courses can provide more opportunities for problem-based collaboration and negotiation.