仿生機器人STEAM課程對六年級學童的科學探究能力與對科學的態度之影響研究

Effects of bionic robots STEAM course on the inquiry ability and attitudes toward science of sixth-grade school children

蕭翔文(Hsiang-Wen Hsiao)

指導教授 ： 巫俊明

國立清華大學/竹師教育學院/數理教育研究所/碩士(2021年)

摘要

本研究旨在探討仿生機器人STEAM課程對六年級學童的科學探究能力與對科學的態度之影響。採準實驗研究前後測設計，研究對象為雲林縣莿桐鄉之刺刺國小(化名)六年級兩個班的學生(46人)，其中選取一個班級為實驗組，於「生物與環境」單元進行五週的仿生機器人STEAM課程，另一個班級為控制組，於「生物與環境」單元進行一般教學。研究工具包括：「國小高年級做科學探究能力問卷」與「對科學的態度量表」。資料分析方法包含：成對樣本t檢定和單因子共變數分析。本研究主要結論如下：
一、仿生機器人STEAM課程可以顯著提升六年級學童的整體科學探究能力，但一般教學無法顯著提升六年級學童的整體科學探究能力，且仿生機器人STEAM課程對於提升學童「界定問題的能力」、「設計規劃的能力」、「實作驗證的能力」與「解釋分析的能力」的成效皆達顯著水準。

二、仿生機器人STEAM課程對於提升學生整體科學探究能力的成效顯著高於一般教學；在各向度上，除「設計規劃的能力」未達顯著差異外，仿生機器人STEAM課程對於提升學生「界定問題的能力」、「實作驗證的能力」與「解釋分析的能力」的成效皆顯著高於一般教學。

三、仿生機器人STEAM課程可以顯著提升六年級學童對科學的態度，但一般教學無法顯著提升六年級學童對科學的態度，且仿生機器人STEAM課程對於提升學童「對科學本身的態度」、「對參與科學探究活動的態度」與「對科學家和科學生涯的態度」的成效皆達顯著水準。

四、仿生機器人STEAM課程對於提升學生對科學的態度之成效顯著高於一般教學；在各向度上，仿生機器人STEAM課程對於提升學生「對科學本身的態度」、「對參與科學探究活動的態度」與「對科學家和科學生涯的態度」的成效皆顯著高於一般教學。

關鍵字：仿生、STEAM、科學探究能力、對科學的態度

關鍵字

仿生 ； STEAM ； 科學探究能力 ； 對科學的態度

並列摘要

This study aims to explore the influence of bionic robots STEAM courses on sixth graders’ scientific inquiry skills and attitudes toward science. The study adopts a quasi-experimental pre-test and post-test design. The subjects of the study are the students (46 of them) in two classes of the sixth grade in Chi-Chi Elementary School (pseudonym) in Citong Township Yunlin County. One of the classes is selected as the experimental group taking a 5-week bionic robots STEAM course in the Life and Environment program unit. The other class is selected as the control group taking the general teaching in the Life and Environment program unit. The research tools used include the “Scientific Inquiry Ability Inventory of Fifth- and Sixth-Grade Elementary School Students” and the “Attitude toward Science Scale”. The data analysis methods include the paired sample t-test and one-way ANCOVA. The main conclusions of the study are as follows:

I.The bionic robots STEAM course can significantly improve six graders’ overall scientific inquiry skills, but general teaching cannot achieve the same results. Besides, the bionic robots STEAM course has shown significant results in improving students’ “ability to define questions,” “ability to design and plan,” “ability to practice and verify,” and “ability to explain and analyze.”

II.The effect of the bionic robots STEAM course on improving students’ overall scientific inquiry skills is significantly greater than that of general teaching. Among all dimensions, only the “ability to design and plan” does not show significance, and the effects of bionic robots STEAM course on improving students’ “ability to define questions,” “ability to practice and verify” and “ability to explain and analyze” are more significant than that of general teaching.

III.The bionic robots STEAM course can significantly improve six graders’ attitudes toward science, but general teaching cannot significantly improve six graders’ attitudes toward science. Besides, the bionic robots STEAM course has shown significant results in improving students’ “attitudes toward science itself,” “attitudes toward participating in science activities,” and “attitudes toward scientists and scientific careers.”

IV.The effect of the bionic robots STEAM course on improving students’ attitudes toward science is significantly greater than that of general teaching. Among all dimensions, the effects of the bionic robots STEAM course on improving students’ “attitudes toward science itself,” “attitudes toward participating in science activities,” and “attitudes toward scientists and scientific careers” are more significant than that of general teaching.

Keywords: Bionic, STEAM, scientific inquiry ability, attitudes toward science

並列關鍵字

Bionic ； STEAM ； scientific inquiry ability ； attitudes toward science

參考文獻

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