以POEC模式發展STEM課程應用於國中能源教育之行動研究－以風力發電為例

Action Research on the Application of STEM courses to Energy Education based on POEC Model-Wind Power Generation as an Example

王尊玄 ； 王仁俊

《工業科技教育學刊》 13期 (2020/11) Pp. 89-104

https://doi.org/10.6306/JITE.202011_(13).0007

摘要

本研究以STEM（Science, Technology, Engineering, Mathematics）統整課程為基礎，透過POEC（Prediction, Observation, Explanation, Comparison）模式發展國中能源教育課程。採行動研究方式，於生活科技課對某國中108學年度全體八年級生（117人），實施兩梯次（各7週）風力發電主題課程。由成對樣本t檢定分析課程前後測問卷，歸納探討活動單、學生回饋及教師省思、課堂錄影等資料，以了解POEC模式提升學生在能源議題STEM課程之學習動機與成效，從而改善教學困境、增強教師專業能力，供未來規劃國中能源教育STEM課程之參酌。研究結果顯示：（1）以POEC教學模式，作為課程各活動科學探究、科技實作及數學研究之引導策略，可提供學生展現學科能力、動手操作、人際互動等多元表現機會，且具體可行；（2）由學習回饋顯示，學生正向提升實作與探究意願，且顯著提升認知、情意、技能層面學習成果；（3）課程有助於教師跨域教學之專業成長。另發現，學生經由練習，能提升撰寫紀錄之詳實程度；即使是上課表現較浮躁的學生，也能於短時間內設計與製作成效良好的作品。

關鍵字

能源教育 ； 行動研究 ； POEC模式 ； STEM教育 ； 跨領域學習

並列摘要

Based on the interdisciplinary integrated courses of STEM (Science, Technology, Engineering and Mathematics), this is an action research developing energy education courses in junior high school through the POEC (Prediction, Observation, Explanation and Comparison) teaching method. In the academic year 2019, the researcher implements 14 lessons themed with wind power generation to totally 117 eighth-grade students during the technology classes in one junior high school for seven weeks and analyzes the data collected from the classes, such as activity worksheets, videos made of the classes, students' feedback and the researcher's teaching reflection. The first aim of this study is to promote students' learning motivation. The second is to improve teachers' difficulties in on-site teaching and advance teachers' teaching expertise. The last but not least is to help students enhance their learning efficiency and effects. The researcher expects this study can provide a reference for future planning of STEM energy education courses. The major findings are as following: (1) Developing STEM energy education courses based on POEC teaching method is feasible in junior high school; (2) The students were promoted in the field of Cognitive Domain, Affective Domain, Psychomotor Domain after this curriculum; (3) The courses are helpful for teachers to improve their interdisciplinary teaching specialty. In addition, the results also show that students are able to write better and more detailed reports after the courses. Even the students with a more impetuous learning attitude in class can also perform well in design and produce quite good works in a short time.

並列關鍵字

Energy Education ； Action Research ； POEC Teaching Model ； STEM Education ； Interdisciplinary Learning