國中生在實作活動的STEM知識整合行為之研究

STEM(科學、科技、工程、數學)教育是近年在我國科技教育中逐漸受到重視與推廣的教育議題。在十二年國民基本教育課程綱要中，也提及高中階段的科技領域重視工程設計為導向，強調藉由專題式活動學習，提供跨學科知識間的整合應用。因此STEM教育重視學生對於不同學科知識間的整合與應用是當前值得重視與探討的教育課題。本研究以Ajzen(1985)所發展的計畫行為理論為基礎，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。本研究採用問卷調查法，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)國中生對於實作活動時STEM知識整合行為的接受度為良好；(2)提高學生的知覺行為控制，更容易使學生在實作活動時進行STEM知識整合的行為；(3)提高學生的行為意圖，更容易使學生在實作活動時進行STEM知識整合的行為；(4)性別不同對於知覺行為控制與STEM知識整合行為表現有差異；(5)年級不同在實作活動時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

In recent years, the issue of STEM (Science, Technology, Engineering, and Mathematics) education has been gradually concerned and promoted in the educational field. Additionally, in the course outline of K-12 national compulsory education, also referred to the character of science and technology in senior high school stage, which pays attention to engineering design-oriented, emphasizes project-based learning, and provides integrated application of interdisciplinary knowledge. Therefore, it is an important issue currently in the field of education about how students can integrate the knowledges from different domain subjects in STEM courses. 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 inquisition, and the objects of the study are students who participated the life science and technology competition of 105 academic year. Generally, there are 85 effective questionnaires collected. The data collected are processed with some statistic methods such as Pearson’s correlation, independent-sample t-test, and one-way analysis of variance. The results 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; (3) It can be easier for students to complete the knowledge integrated behavior in STEM performance courses by enhancing students’ behavior intention; (4) The result indicates that the performance of the knowledge integrated behavior in STEM differed between the different genders; (5) 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 re-searches of STEM performance courses in the future.