自我效能與STEM樂高機器人課程對國民小學六年級學生學習成效與學習態度之影響

本研究欲探討自我效能與STEM樂高機器人課程對學習成效及學習態度之影響，採用準實驗研究方法，針對新竹市某國小六年級之52位學童，設計為期三週的樂高機器人課程。雙因子多變量變異數分析研究結果顯示自我效能與STEM樂高機器人對學習成效與學習態度沒有交互作用；有無STEM樂高機器人對學習成效與學習態度沒有達到統計上顯著影響；自我效能高低對學習成效沒有達到統計上顯著影響；然而自我效能高低對學習態度達到統計上顯著影響，高自我效能的學童在學習態度表現上明顯優於低自我效能的學童。

關鍵字

自我效能； STEM整合式教學；學習成效；學習態度

並列摘要

The purpose of this study was to explore the effects of students’ self-efficacy and STEM Lego robots teaching (Science, Technology, Engineering, and Mathematics) on students’ academic achievement and learning attitude. A quasi-experimental research method was used in this study. The participants were 52 sixth-grade elementary school students in Hsinchu. Moreover, a 3-week Lego robot curriculum was designed. The result of two-factor multivariate analysis of variance showed that no interaction between self-efficacy and STEM Lego robots teaching on academic achievement and learning attitude was found. Besides, the result showed that STEM Lego robots teaching did not have significant influence on academic achievement and learning attitude. Although students’ self-efficacy did not have significant influence on academic achievement, it was found that students’ self-efficacy have significant influence on students’ learning attitude. The students with higher self-efficacy had better learning attitude than students with lower self-efficacy.

並列關鍵字

self-efficacy ； STEM Lego robots teaching ； academic achievement ； learning attitude

參考文獻

許財得(2012)。應用問題本位的電腦樂高教學發展小學生的自我導向學習技能之個案研究。中原大學教育研究所碩士論文，未出版，桃園。

蔡蕙文(2008)。STEM教學模式應用於國中自然與生活科技領域教學之研究。屏東科技大學技術及職業教育研究所碩士論文，未出版，屏東。

羅希哲、陳柏豪、石儒居、蔡華齡、蔡慧音(2009)。STEM整合式教學法在國民中學自然與生活科技領域之研究。人文社會學科研究，3（3），42-66。

張佩如(2012)。國小高年級機器人學習活動之動機、策略與成就之相關性研究。國立中央大學學習與教學所碩士論文，未出版，桃園。

Conrad, A. M., & Munro, D. (2008). Relationships between computer self-efficacy, technology, attitudes and anxiety: development of the computer technology use scale (CTUS). Journal of Educational Computing Research, 39(1), 51-73.

國際替代計量

自我效能與STEM樂高機器人課程對國民小學六年級學生學習成效與學習態度之影響

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