STEAM教學融入程式設計課程對幼兒職前教師問題解決創造力之影響

Effect of Incorporating STEAM Instruction Into a Programming Course on Problem-Solving Creativity for Preservice Preschool Teachers

吳中勤(Chung-Chin Wu)

《數位學習科技期刊》 13卷1期 (2021/01) Pp. 49-75

https://doi.org/10.3966/2071260X2021011301003

摘要

本研究主要目的在於透過STEAM教學融入程式設計課程的實施，讓幼兒職前教師提前接觸STEAM教學與程式設計的內涵，以利未來於幼兒園推行相關教學活動，並進一步檢視STEAM教學歷程對幼兒職前教師問題解決創造力的影響。本研究徵求72位來自兩個不同班級的幼兒職前教師參與，並進行問題解決創造力測驗的前、後測。二因子混合變異數分析結果顯示，整體而言，STEAM教學融入程式設計課程有助於提升幼兒職前教師的問題解決創造力，但考量班級差異後，STEAM教學融入程式設計課程對問題解決創造力各成分（含字詞聯想、成語替換、情境式問題解決、創意圖形、不合理圖形覺察能力）有不同的影響，這些影響分別為：一、對不同班級的幼兒職前教師而言，此課程皆有助於提升其「字詞聯想能力」；二、對於提升幼兒職前教師的「成語替換能力」，沒有明顯的助益；三、此課程對幼兒職前教師「情境式問題解決能力」與「創意圖形能力」的影響，會因為班級而不同；四、班級差異是影響幼兒職前教師「不合理圖形覺察能力」的因素，但STEAM教學融入程式設計課程則否。

關鍵字

STEAM教學 ； 幼兒職前教師 ； 問題解決創造力 ； 程式設計

並列摘要

The main purpose of this study was to expose preservice preschool teachers to STEAM instruction by incorporating such instruction into a programming course for them; the goal was to promote STEAM- and programming-related teaching activities for them to incorporate into future classroom practice. Additionally, we assessed the effect of this instructional process on the problem-solving creativity of preservice preschool teachers. Seventy-two preservice preschool teachers from two classes were participated in this study. A pretest and posttest on problem-solving creativity were conducted. Results from a two-way mixed analysis of variance indicated that, in general, this type of instruction improved the problem-solving creativity (demonstrated through abilities related to word association, idiom replacement, contextual problem-solving, creative graphics, and making sense of ambiguous diagrams) of preservice preschool teachers. However, the effects varied when class differences were considered. The effects were the following: (1) Incorporating STEAM instruction into a programming course improved word-association ability in preservice preschool teachers regardless of class. (2) The tested instruction method did not improve idiom replacement ability. (3) The effects of this instruction method on contextual problem-solving ability and creative figure ability differed between classes. (4) Class but not STEAM instruction influenced the ability to make sense of ambiguous diagrams.

並列關鍵字

preschool STEAM instruction ； preservice preschool teachers ； problem-solving creativity ； programming

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