STEAM教育融入國中七年級生活科技課程之研究

本研究旨在探討設計思考結合5E科學探究應用在STEAM實作課程與傳統口述實作課程對國中七年級學生學習成效、STEAM態度及學習動機對學生的學習成效差異，並探討學生對設計思考融入STEAM實作課程的質性回饋（教學省思、學生作品及訪談學習感受等）。本研究採前後測準實驗研究設計，針對一所國中普通班七年級學生採取立意取樣，進行小組分組方式教學，並請小組學生依據課程進行設計出一個符合地震情境的急難燈；其中實驗組學生一個班共30人，以設計思考結合5E科學探究應用STEAM實作課程，進行教學及實作共計9週；另一組為控制組學生一個班共30人，以一般教學方式即為傳統口述實作教學，進行週數同為9週。實驗前後分別對兩組學生進行共30分鐘之STEAM科學知識成就測驗，並將蒐集所得的資料以獨立樣本T檢定、單因子獨立變異數分析及單因子共變數分析加以探討，另以學習單、回饋單及實作作品進行質性分析，結果顯示：一、實驗組學生接受「設計思考結合5E科學探究應用在STEAM實作課程」教學課程，與接受一般教學的學生在「學習成就」上無顯著差異。二、兩組學生在STEAM科學知識成就測驗前後測皆有明顯進步。三、實驗組學生接受「設計思考結合5E科學探究應用在STEAM實作課程」教學課程，與接受一般教學的學生在「STEAM態度及學習動機」上有顯著差異，且控制組學生表現優於實驗組學生。四、實驗組學生接受「設計思考結合5E科學探究應用在STEAM實作課程」教學課程，與接受一般教學的學生在「實作作品檢核」上有顯著差異，且表現優於控制組學生，較能依據完整情境設計並實作出更有價值性的作品。五、實驗組學生接受「設計思考結合5E科學探究應用在STEAM實作課程」教學課程後願意嘗試使用本次課程經驗延續到未來學習及實作。關鍵詞：設計思考、科學探究、STEAM實作課程、學習成就

關鍵字

設計思考；科學探究； STEAM實作課程；學習成就

並列摘要

This research aims to explore the application of design thinking combined with 5E scientific inquiry in STEAM practice courses and traditional oral practice courses on the learning effectiveness of seventh-grade middle school students, the difference in STEAM attitudes and learning motivations on students’ learning effectiveness, and to explore the integration of design thinking by students Qualitative feedback of STEAM practical courses (teaching reflection, student works, interview learning experience,etc.). This study adopts a pre- and post-testing experimental research design. The students in the seventh grade of a junior high school general class take intentional sampling and conduct group teaching, and ask the group students to design an emergency lamp that meets the earthquake situation according to the curriculum; among them, the students in the experimental group A class with 30 students, combined with 5E scientific inquiry and application of STEAM practice courses, conducted teaching and practice for a total of 9 weeks; the other group is a control group with 30 students in total. The general teaching method is traditional oral practice. For teaching, the number of weeks is the same as 9 weeks. Before and after the experiment, the two groups of students were tested on STEAM scientific knowledge achievement for a total of 30 minutes, and the collected data were explored with independent sample T test, single factor independent variance analysis, and single factor covariate analysis. A qualitative analysis of the feedback form and the actual works shows that: 1. The students in the experimental group accepted the teaching course of "Design Thinking Combined with 5E Scientific Inquiry Applied in STEAM Practice Course", and there was no significant difference in "learning achievement" from the students who received general teaching. 2. Both groups of students have made significant progress before and after the STEAM scientific knowledge achievement test. 3. The students in the experimental group received the teaching course of "Design thinking combined with 5E scientific inquiry applied in STEAM practice courses". There was a significant difference in the "STEAM attitude and learning motivation" between the students in general teaching and the students in the control group performed better than the experiment Group of students. 4. The students in the experimental group received the teaching course of "Design Thinking Combined with 5E Scientific Inquiry Applied to the STEAM Practice Course". There was a significant difference in the "practical work review" between the students who received the general teaching, and they performed better than the students in the control group. Can design and actually make more valuable works based on the complete situation. 5. Students in the experimental group are willing to try to use the experience of this course to continue their learning and practice after accepting the teaching course of "Design Thinking Combined with 5E Scientific Inquiry Application in STEAM Practice Course". Keywords: design thinking, scientific inquiry, STEAM practice course, learning achievement