設計STEAM課程培養國小學生的STEAM素養：以「動物模仿獸」為例

盧秀琴; 馬士茵

doi:10.6209/JORIES.201909_64(3).0004

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P85 - 118

Social Sciences > Education

DOI： 10.6209/JORIES

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設計STEAM課程培養國小學生的STEAM素養：以「動物模仿獸」為例

Design STEAM Course to Train STEAM Literacy of Primary Students: Taking ＂Animal Mimicry Beast＂ as an Example

盧秀琴(Chow-Chin Lu) ；馬士茵(Shih-Yin Ma)

教育科學研究期刊； 64卷3期 (2019 / 09 / 01) ， P85 - 118

繁體中文 DOI： 10.6209/JORIES.201909_64(3).0004

Arduino程式設計； STEAM素養； STEAM專題研究；協同教學；動物模仿獸； animal mimicry beast ； Arduino programming ； collaborative teaching ； STEAM literacy ； STEAM project study

Abstract │ Reference (47) │ Altmetrics

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Research on cross-disciplinary science, technology, engineering, and mathematics (STEAM) curriculums could help primary students to develop their STEAM literacy. STEAM represents a global education trend and the target of Taiwanese students' 12-year compulsory education. In this case study, 28 students from a fifth-grade elementary school class were included as research participants. The STEAM curriculum theme of ＂animal mimicry beast＂ was chosen by three teachers from various fields to teach students about the specific behaviors of animals, to write Arduino design programs, and to select materials for assembling animal mimicry beasts. After the teaching, the students wrote Arduino program control sensors to mimic animals' individual behaviors, drew design diagrams, and assembled animal mimicry beasts during 2 months. The data collected included Arduino learning sheets, animal mimicry discussion lists, learning logs, animal mimicry beast works, semi structured interviews, and teacher feedback for data coding, classification, and interpretation. The results indicated that (1) each group of students was able to write Arduino programs to control various sensors and enable animal mimicry beasts to change color, tweet frequency, or light frequency. (2) Each group of students who created design diagrams and assembled animal mimicry beasts learned to correctly measure volume; to select appropriate materials for assembling animal mimicry beasts; and to present their animals' full functionality, distinctive shapes, and textures. (3) Each group of students developed STEAM literacy from their STEAM projects studies and exhibited cross-disciplinary integration capabilities.

Reference ( 47 ) 〈TOP〉

范斯淳、游光昭（2016）。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊，61（2），153-183。【Fan, S.-Z., & You, G.-Z. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. 】
連結：
陳雅君、洪瑞兒、佘曉清、林煥祥（2016）。臺灣學生科學素養與科學教學者研究成果表現之發展趨勢探討。科學教育學刊，24（4），333-354。【Chen, Y.-J., Hong, Z.-R, She, H.-C., & Lin, H.-S. (2016). Exploring the trend of Taiwan students’ scientific literacy and science educators’ research performance. Chinese Journal of Science Education, 24(4), 333-354. 】
連結：
廖敦如（2018）。大學藝術與設計專業課程融入社會實踐之探究─以地方文化加值設計為例。教育科學研究期刊，63（1），207-245。【Liao, T.-J. (2018). Integrating social practice into the specialty program of art and design in universities: An example of a value-added concept for the local culture. Journal of Research in Education Sciences, 63(1), 207-245. 】
連結：
趙慧臣、陸曉婷（2016）。發展STEAM教育，提高學生創新能力─訪美國STEAM教育知名學者格雷特．亞克門教授。開放教育研究，22（5），4-10。【Zhao, H.-C., & Lu, X.-T. (2016). Develop STEAM education and improve students’ ability to innovate − Visit the famous scholar of STEAM education in the United States, Gret. Professor Yakemen. Open Education Research, 22(5), 4-10. 】
連結：
簡佑宏、朱柏穎、簡爾君（2017）。STEAM取向之Maker教學。中等教育，68（2），12-28。【Chien, Y.-H., Chu, P.-Y., & Chien, E.-J. (2017). STEAM-oriented Maker curriculum. Secondary Education, 68(2), 12-28. 】
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