STEAM創客課程評量之發展-以童玩自造為例

本研究旨在探究技術型高中在創客課程課程融入新興科技之STEAM統整課程的教學設計與發展標準評量表的實施成效，運用逆向思考的課程設計原則，設計出STEAM課程-童玩自造的教材教案，向上對應十二年國教技術型高中科技領域綱要之學習重點及學習內容，轉化為「童玩自造教材教案」之三個單元的學習重點，據此發展相對應之STEAM創客課程標準評量表。課程設計以一個核心問題串連三個單元的學習表現及學習內容，課程目標為十二年國教核心素養之關鍵知識、技能與態度的培養，幫助學生主動探究與思考以解決與生活相關的核心素養能力。本研究由跨領域的教師進行協同授課，研究者擔任觀察者，進行十八週的課堂觀察與紀錄，實施於新竹市某技術型高中二年級與三年級的創客課程，並運用本研究發展的STEAM標準評量表來評量學生的學習表現情形，藉以滾動修正STEAM教材教案與評量工具的設計。研究包含：STEAM創客課程與評量量表的設計、探討學生參與STEAM創客課程預期學習心態、探討學生參與STEAM創客課程學習經驗以及開發一套專屬技術型高中STEAM創客課程評量機制等四項結果。結果顯示本研究以技術型高中科技領域課程綱要架構下，發展的STEAM課程教案與評量工具能夠幫助學生在真實情境中整合跨領域所學的知識、技能與態度，來解決目前在生活中遇見的問題，亦能提供教師在教學上的檢核與修正。研究者根據研究結果，提出三項結論：技術型高中學生在參與STEAM創客課程課後的預期學習心態、技術型高中學生在參與STEAM創客課程課後所得到的學習經驗以及所開發之專屬技術型高中STEAM創客課程評量機制成效等三項結果，最後，依據研究發展歷程面臨之困境提供STEAM教育實施及未來研究者相關建議。實驗研究結果分述如下：壹、技術型高中學生在參與STEAM創客課程課後的預期學習心態一、學生參與STEAM創客課程的學習具有高度期待感。二、學生在參與STEAM創客課程後的「對新事物態度」與「學習後行為意向」兩個構面都能達到顯著差異。貳、技術型高中學生在參與STEAM創客課程課後所得到的學習經驗一、參與STEAM創客課程後學生感受到的學習經驗與其他課程之差異。二、參與STEAM創客課程，學生學習如何面對問題，進而學習解決問題之能力。三、參與STEAM創客課程後學到跨領域學科的學習能力。四、參與STEAM創客課程後感受不同的上課模式的差異。參、所開發之專屬技術型高中STEAM創客課程評量機制成效一、STEAM教學模式可促進學生的學習意願。二、STEAM課程可促進跨領域學習之實踐。三、STEAM課程可促進學生之表達與溝通力。四、STEAM課程之標準評分量表改變評量方式。

關鍵字

STEAM課程；十二年國教課綱；核心素養；多元評量

並列摘要

This study aims to examine the curriculum design of STEAM-integrated courses, which incorporate novel technology into multidisciplinary electives, and the effectiveness of implementing a standards-based assessment scale for STEAM courses in technical high schools. The curriculum design principle of reverse thinking was employed to create the teaching materials and lesson plans for the STEAM course on toy-making. These corresponded to the key learning points and the content of the science and technology syllabus for technical high schools following the 12-year basic education guidelines, which were then converted into the key learning points in the three modules of the teaching materials and lesson plans for toy-making. Based on them, the standards-based assessment scale for STEAM courses were then developed. The curriculum design utilizes one core question to connect students’ learning outcomes and learning content in the three modules. The goal of the course is to cultivate students’ key knowledge, skillsets, and attitudes in their core competencies. This course is also intended to help students explore and think about the core competencies required to resolve issues related to their lives. The course was taught by interdisciplinary teachers, and the researcher served as an observer, observing and taking notes during classes in the 18-week course. The study was implemented in an elective course for 11th and 12th graders in a technical high school in Hsinchu City. The STEAM standards-based assessment scale developed by this study was used to measure students’ learning performances for the rolling revision of STEAM teaching materials, lesson plans, and assessment tools. This study included designing the STEAM course and assessment scale; exploring students’ expected learning attitudes when participating in multidisciplinary electives; investigating students’ learning experiences when participating in multidisciplinary electives; and analyzing students’ learning outcomes after participating in multidisciplinary electives. The results demonstrated that the STEAM course materials and assessment tools developed under the framework of the science and technology syllabus in technical high schools were able to help students integrate the knowledge, skillsets, and attitudes they learned from interdisciplinary fields in real situations, and to help them solve real-life problems. The STEAM course materials and assessment tools can also enable teachers to review and modify their teaching. Based on these results, the researcher arrived at conclusions in three areas: the expected learning attitudes of students in technical high schools after participating in multidisciplinary electives; the learning experiences gained by students in technical high schools after participating in multidisciplinary electives; and the learning outcome of technical high school students after taking multidisciplinary electives. Finally, based on the difficulties encountered in the research development process, the researcher offers suggestions on STEAM educational practices to future researchers. The results of the experiment are as follows: 1. Regarding the expected learning attitudes of technical high school students when participating in multidisciplinary electives: a. Students participating in STEAM courses had high expectations. b. There was a significant difference between students’ attitudes toward new things, and their post-learning behavioral intentions after participating in multidisciplinary electives. 2. Regarding the learning experiences gained by technical high school students after participating in multidisciplinary electives: a. Students perceived a difference in learning experiences between these electives and those in other courses after participating in multidisciplinary electives. b. Students learned how to face and solve problems after participating in multidisciplinary electives. c. Students gained interdisciplinary learning abilities after participating in multidisciplinary electives. d. Students perceived a difference in the mode of teaching after participating in multidisciplinary electives. 3. Development of technical high school STEAM Maker course evaluation mechanism: a. The STEAM teaching mode helps improve students’ learning intention. b. STEAM courses can improve the implementation of interdisciplinary learning. c. STEAM courses can improve students’ expression and communication abilities. d. The standards-based assessment scale for STEAM courses modified the approach of assessment.