「專題式STEM科際整合課程」融入資訊科技對高職生二十一世紀關鍵能力的影響

The Impact of a Project-Based Interdisciplinary STEM Course in the Information Technology Curriculum on Vocational High School Students' Key Competencies of the 21st Century

吳誌維(Chih-Wei Wu) ； 謝百淇(Paichi Pat Shein)

《數位學習科技期刊》 15卷4期 (2023/10) Pp. 1-24

https://doi.org/10.53106/2071260X2023101504001

摘要

十二年國教科技領域中「資訊科技」以運算思維為主軸，搭配系統設計與實作培育學生邏輯思考等能力，然而，如何提升學生面對真實問題的關鍵能力，仍鮮少有相關的實證研究。本研究旨在探究於資訊科技課程中融入「專題式STEM科際整合課程」對高職生二十一世紀關鍵能力和運算思維能力的影響。針對64位高職一年級學生進行8週的課程（專題式STEM科際整合課程組33位、傳統講述教學組31位），於課程前後，安排參與者進行運算思維能力測驗及二十一世紀關鍵能力量表填答。主要研究結果發現：一、專題式STEM科際整合課程與傳統講述教學皆可提升學生的運算思維能力和「創造性思考」，共變數分析結果顯示，兩種教學策略間並無差異，一樣有效；二、二十一世紀關鍵能力方面，專題式STEM科際整合課程組學生在「自主學習」、「合作學習」、「利用ICT進行有意義的學習」、「批判性思考」及「解決問題能力」上較傳統講述教學組有顯著提升。綜整可知，專題式STEM科際整合課程除涵養學生二十一世紀關鍵能力外，基本學科能力即運算思維亦可提升，故本研究建議未來設計資訊科技課程時可採用此多元教學策略，以培育二十一世紀資訊科技人才及健全的全球公民。

關鍵字

STEM科際整合 ； 二十一世紀關鍵能力 ； 專題式學習 ； 資訊科技 ； 運算思維

並列摘要

As the core of the information technology (IT) curriculum in the technology field in Taiwan's Curriculum Guidelines of 12-Year Basic Education, computational thinking cultivates students' logical thinking and other competencies with the incorporation of system design and implementation. However, few empirical studies discuss how to effectively cultivate students' key competencies to solve real-life problems in IT curriculum. This study aims to investigate the impact of an 8-week "project-based interdisciplinary STEM course" in the IT curriculum on vocational high school students' 21st century competencies and computational thinking skills, in comparison to the traditional didactic teaching group. Pre- and post-tests of computational thinking and key competencies of 21st century were given to 64 first-year vocational high school students (33 in the project-based interdisciplinary STEM course group, and 31 in the traditional didactic group). The findings indicate that: 1) The improvements on computational thinking and creative thinking of the two student groups showed no significant difference, and 2) Students in the project-based learning group, compared to the traditional didactic teaching group, made significant improvement on self-directed learning, collaborative learning, meaningful learning with ICT, critical thinking and problem-solving skills in 21st century competencies. In summary, the project-based interdisciplinary STEM course group was effective in improving students' 21st century competencies and computational thinking. The study provides implications on how diverse pedagogical approaches can be adopted in IT curriculum to better prepare students for the 21st century.

並列關鍵字

interdisciplinary STEM ； key competencies of the 21st century ； project-based learning ； information technology ； computational thinking

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