高職餐飲科C-STEM烘焙創意教學之研究

A Study of the Food and Beverage Management for C-STEM Baking Creative Teaching in Vocational High School

吳盈潔(Ying-Chieh Wu)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2013年)

https://doi.org/10.6346/NPUST.2013.00211

摘要

本研究旨在探討C-STEM (Creative, Science, Technology, Engineering, and Mathematics)烘焙創意教學對高職餐飲科學生之學習態度與學習成效的影響。本研究採用準實驗研究法，以高雄市某公立高職餐飲科三年級73名學生為研究對象，實施前、後測與兩次烘焙單元的實驗教學。
教學實驗前先施以學習成效的前測，實驗結束後，再施以學習成效後測，並在實驗過程中施以烘焙創意評分，以了解過程中的學習狀況。實驗組學生在實驗教學結束後，再進行學習滿意度問卷調查的施測，進行描述性統計、成對樣本t檢定、單一樣本t檢定、單因子變異數分析，之後再輔以學生製作心得報告進行質性分析。
本研究之結果如下：（一）在C-STEM烘焙創意教學的學習成效上，學生閱讀的後測成績顯著高於前測成績；（二）學習態度上，學生在學習滿意度問卷及製作心得報告的學習成效、學習態度、實際行為、學習評量、合作學習狀況與整體總分上，學生的滿意度是顯著感到滿意的；（三）不同性別的學生在滿意度問卷各層面無顯著差異；(四) 不同家庭社經地位的學生在滿意度問卷各層面無顯著差異。

關鍵字

C-STEM ； 課程統整 ； 學習成效 ； 學習態度

並列摘要

This quasi-experimental study investigated students’ learning efficiency of C-STEM (Creative, Science, Technology, Engineering, and Mathematics) creative teaching in vocational high school. Seventy-three third-year vocational students majoring in food and beverage management in Kaohsiung participated in this study. The study conducted with pre/post test and two-lesson of baking instruction.
All the students took a pre-test before the experiment, and they also received a post-test after the experiment. Moreover, students’ learning performance was evaluated during the class for understating their learning situation. In addition, students in the control group filled out a questionnaire at the end of the study. Descriptive analysis, Paired-Samples T Test, One sample t-test and One Way ANOVA were conducted to analyze the data. The qualitative analysis was based on the reflection of students’ learning.
The result showed that: (1) In terms of students’ learning efficiency of C-STEM creative teaching, the mean score of the pre-test was higher than the mean score of the post test. (2) Learning Attitude: From the analysis of questionnaires, and learning reflection reports, it showed that students were significantly satisfied with their learning. (3) Based on the answers of the questionnaires, there is no significantly difference between different genders. (4) According to the answers of the questionnaires, there is no significantly difference between different family social-economic status

並列關鍵字

C-STEM ； Curriculum Integration ； Learning Achievement ； Learning Attitude

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