國中生在實作活動的STEM知識整合行為之研究

本研究以Ajzen(1985)所發展的計畫行為理論作為基礎，目的在以個人行為信念角度出發來探討國中生在實作活動中，會促使他們進行STEM知識整合行為的要素及其影響。採用問卷調查法，以參加105學年度生活科技競賽學生為研究對象，總計回收有效問卷為85份。所得資料採用皮爾森積差相關、獨立樣本t檢定與單因子變異數分析等統計方法進行資料分析與處理。其研究結論如下：(1)學生在實作活動的STEM知識整合行為有良好的接受度；(2)提高學生的知覺行為控制與行為意圖，容易使學生在實作活動時進行STEM知識整合的行為；(3)不同性別對於知覺行為控制與STEM知識整合行為表現有差異；(4)不同年級在實作活動中STEM知識整合行為表現無差異。最後本研究根據研究結果，針對教師在規劃或實施STEM實作課程相關教學及後續相關研究研提建議。

關鍵字

知識整合； STEM實作課程；計畫行為理論；自然與生活科技領域

並列摘要

The present study is based on the theory of planned behavior by Ajzen (1985), and is to investigate the knowledge integrated behaviors along with effective factors of junior high school students in STEM performance courses from personal conduct beliefs. The study adopts the questionnaire survey, and the samples of the study are students who participated the technology competition of 105 academic year. Generally, there are 85 effective questionnaires collected. The major conclusions are as follows: (1) The junior high school students' acceptance of the STEM knowledge integrated behaviors when practicing activities are fine; (2) It can be easier for students to complete the activity of knowledge integrated behaviors in STEM performance courses by enhancing students' perceived behavior control and behavior intention; (3) The result indicates that the performance of the knowledge integrated behavior in STEM differed between the different genders; (4) The result reveals that the performance of the knowledge integrated behavior in STEM had no significant difference between the distinct learning stages; Finally, according to the results of the present study, we propose several suggestions for the teachers who intend to plan or implement relative instruction and researches of STEM performance courses in the future.

並列關鍵字

Knowledge Integration ； STEM Hands-on Course ； Theory of Planned Behavior ； Science and Living Technology Learning Field

國際替代計量

國中生在實作活動的STEM知識整合行為之研究

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