學習風格與學習任務適性化探討以STEAM教育導入科技大學機器人微電影教學爲例

爲使通識課中，不同背景之學生皆能有效參與STEAM教育，而設計此教學研究方案。本研究於台灣北部一所科技大學中進行，讓44名修習傳播技能通識課的學生在「爲機器人拍微電影」的STEAM專案中，自由選擇任務，並觀察在16週的學習歷程中，其學習風格對任務選擇及學習成效的影響。本研究依布魯姆學習目標，設計PBL專案導向式學習模組，進行準實驗研究。觀察循序Sequential（S型）和綜合Global（G型）這兩種不同學習風格學生在任務選擇（STEM, ART）、及三方面學習成效（知識、技能、情意）之差異。過程中蒐集學生的知識測驗、劇本作業、影像作品進行文本分析、成效評量、認知負荷與滿意度評量及獨立樣本t撿定。研究發現，學習風格的確影響了學習任務的選擇，學生會傾向於選擇合於自己風格的適性任務：循序S型，大多選擇組裝機器人的STEM工作，而綜合Ｇ型，大多選擇拍片ART任務。任務適性的兩個群組（S+STEM及G+ART）在創意、知識、技能三項學習成效都較佳，且對學習模式的滿意度較高。反之若任務選擇與其學習風格非適性（G+STEM及S+ART），除了在三個面向學習成效表現較差之外，其認知負荷亦較高，可以說小組合作中的適性分工，是影響學習成效之關鍵要素。

關鍵字

STEAM教育；布魯姆；微電影；學習風格；機器人

並列摘要

This teaching research program was designed to enable students from different backgrounds to effectively participate in a general education class. This study was conducted at a university of science and technology in northern Taiwan, forty-four students taking the general education course was asked to choose tasks freely in the STEAM project in "Making a Micro Film for Robots". The effects of learning styles on task selection and learning outcomes were observed during the 16-week learning process. The instructor set up a PBL project-oriented learning module according to the objectives of Bloom's taxonomy. By collecting and analyzing the questionnaires, knowledge tests, script assignments, and video works of students, this study found that learning styles did affect the choice of learning tasks, and students preferred to choose tasks matching with their learning styles. Students of the sequential learning style (S style) mostly chose the STEM task of assembling robots, while those of the global learning style (G style) mainly chose the ART task of shooting films. The two groups with matching style and tasks (S + STEM and G + ART) obtained better learning outcomes in creativity, knowledge, and skills, had higher satisfaction in learning than their un-matching counterparts. On the contrary for the style-task matched groups, (G + STEM and S + ART), then they would have a high cognitive load in addition to poor performance of learning effectiveness in the aforementioned three aspects. Therefore, an appropriate division of labor in group collaboration is a key factor affecting learning effectiveness.

並列關鍵字

STEAM ； Bloom ； Microfilm ； Learning Style ； Robot

參考文獻

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Chu, H. E. (2021). Editorial: STEAM education in the Asia Pacific region. Asia-Pacific Science Education, 7(1), 1-5. https://doi.org/10.1163/23641177-bja10026

Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297. https://doi.org/10.1016/j.compedu.2009.08.023

Chung, C. C., Lin, C. L., & Lou, S. J. (2018). Analysis of the learning effectiveness of the STEAM-6E special course-A case study about the creative design of IoT assistant devices for the elderly. Sustainability, 10(9), 3040-3056. https://doi.org/10.3390/su10093040

Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: Effects on students’creativity and motivation. Smart Learning Environments, 7(1), 1-20. https://doi.org/10.1186/s40561-020-00132-9

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