STEAM教學能力檢核架構之建構研究

近年來，許多國家在教育改革中，納入整合科學、科技、工程、藝術及數學的跨領域教育，以培養具有創新、自主學習及解決問題的能力與適應快速變化的人才。面對此趨勢，國立清華大學竹師教育學院推動「清華STEAM學校」(Wang et al., 2019；王子華、林紀慧，2018；王子華，2019)，其課程與教學特色以學生日常生活中的重要議題出發，融合探究學習的５Ｅ模式、建模中心的科學與數學探究及促進創新實作的設計思考，並強調STEAM學科知識的應用。「清華STEAM學校」之課程與教學主要依循發現議題、定義問題、模型與建模與學習遷移四階段模式，簡稱為DDMT教學模式(Wang et al., 2019；王子華，2019)。　　教學反思是促進有效教學的重要歷程。國內尚無STEAM相關教學能力架構引導教師反思。此研究目的即是提出一套STEAM教學能力架構，以DDMT教學模式為參照鷹架，增加此架構對清華STEAM學校教師在教案設計與教學的實用性，為此本研究將探討STEAM教案設計及課堂教學的教學能力架構包含哪些重要要素？　　本研究以文獻分析教師教學能力要素、自然科教學的要素與STEAM的教學要素並提出與清華STEAM學校DDMT模式中核心概念對應的重要架構及要素，聚焦於教師STEAM教案設計及課堂實務之教學能力，並使用德菲法經46位專家反覆匿名討論最終提出STEAM教學能力檢核架構。　　根據研究的結果，本研究提出STEAM教師教學能力架構與內涵，包括六個層面，簡述如下：第一層面⏤議題的選擇、第二層面⏤教學模式（包含了發現、定義、模型與建模、遷移）、第三層面⏤教學策略、第四層面⏤教學媒介與表徵、第五層面⏤課堂互動與對話的建立及第六層面⏤評量。

關鍵字

STEAM 教學；教師教學能力檢核架構；德菲法

並列摘要

Recently, an interdisciplinary approach integrating Science, Technology, Engineering, Art and Math (STEAM) teaching and learning was advocated. Such approach emphasizes student-centered and aims to cultivate students' abilities of cooperation, critical thinking, creativity and problem solving (Stohlmann, Moore & Roehrig, 2012; Burrows & Slater, 2015; Shernoff, Sinha, Bressler & Ginsburg, 2017). National Tsing Hua University founded Tsing Hua STEAM school(Wang et al., 2019) and proposed a four-phase teaching model, including discovering problems, defining problems, proposing models and modeling the problem solutions, and transferring the problem solutions (DDMT) (Wang et al., 2019). By applying the DDMT model for curriculum development and implementation in the allied k-12 schools, Tsing Hua STEAM school intentded to facilitate good quality STEAM education in Taiwan. To guide the curriculum preparation and instruction practice for the allied schools, this study developed teaching competency framework. Based on the literature review and the DDMT model, an initial framework with 6 dimensions were proposed. The first dimension highlighted the STEAM issue selection, to facilitate students’ explorations into STEAM-related daily-life problems. The second and third dimensions were the DDMT model implementation and student-centered teaching strategies. The fourth dimension highlighted the appropriate use of instructional media and representations to support students’ understandings and applications of science and math concepts during modelling. The fifth and sixth dimensions emphasized the cooperative and mutual sharing learning community and dialogue, and the multiple assessment approach in the STEAM classroom. We applied the Delphi method to validate the proposed framework. Data analysis and results support and strengthen the validity of our STEAM teaching competency framework. After each of two runs of data collection, we clarified and revised the definitions of the 6 framework dimensions accordingly. Additionally, 97.73% and 98.03 %, at average, of the 42 expert teachers rated the 6 dimensions as important or very important at two runs of questionnaires respectively.