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A Study of Exploring the Impact on Learning Effect of Differentiated Instruction Project-Based Learning in STEM Hands-on Courses
|Abstract:||STEM（Science, Technology, Engineering, and Mathematics）是近年來培養跨科際人才的重點，透過跨學科整合的方式來促進學生多領域之發展。在STEM實作課程的知識傳授中，讓學習者了解如何將所學知識應用在實作中，在專題導向學習（Project-based Learning, PBL）強調學生於「真實情境」中學習來解決問題。差異化教學（Differentiated Instruction）則貫徹「因材施教」的宗旨，給予學生齊頭式平等的學習機會，並縮小低成就學生在學習上的落差。
In recent years, STEM is the key to cultivate cross-technology talents, which could motivate students to develop in multi-field by means of interdisciplinary integration. During apply the learned knowledge process of STEM teaching course, students understand how to implement. Project-Based Learning emphasize that students should study in context to solve problem. Differentiated Instruction carrying on the purpose of teaching students according to their aptitud, which offer equal learning opportunities to students and minimize the drop of low achievement students. This study discussed the influence on the learning effect of Differentiated Instruction Project-Based Learning (STEM knowledge, executive function, self-efficiency and hands-on ability) in STEM teaching activities. During the teaching process, students are required to make the “Catapult Car” with Arduino, and understand the abilities needed in different subjects on STEM, as a result, in the process of multidisciplinary integrated teaching courses and context learning, students will make best use of the teaching courses. 104 students are selected as participant from a secondary school in New Taipei City. The quasi-experimental design are adopted in the study. The whole project takes 8 weeks, the independent variables are teaching method, proceed by the effect of different teaching methods to STEM teaching courses used in experimental group (Differentiated Project-Based Learning in STEM teaching activity), control group (Project-Baesd Learning in STEM teaching activity); dependent variables are the learning performances, which includes STEM knowledge, executive function, self-effectiveness and hands-on ability. The influence of the teaching method applied to general and low achievement students are also analized. The result of the study indicates that the these two teaching methods shows prominent effect to promote general and low achievement students’ knowledge of STEM, while low achievement students of experimental group improves much more compared with low achievement students of control group; the teaching modes for these 2 groups leaves non-significant effect on executive function, nor the self-effectiveness. As for the hands-on abilities, the experimental group perform better than the control group after experimental process, and achieved significant differences. The study found that general and low achievement students have made great progress in the integration of STEM knowledge, and narrowed the learning gap between students with general achievement. In terms of self-efficacy and executive function, the experimental time may be too short without significant improvement. It is recommend that future research can lengthen the experiment time, and in the course implementation, students will be differentiated according to the Differentiated Instruction.
|Appears in Collections:||學位論文|
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