中小學教師透過教師協作實踐STEM跨領域教學的重要性與表現程度之研究

Abstract

教師協作對於提高教學品質和學生成績的重要性已被許多研究提出，並被世界各地的教育政策制定者所接受(Moolenaar, 2010)。而在科學、科技、工程及數學(Science, Technology, Engineering, and Mathematics, STEM)整合教育中，教師協作能使課程中的跨領域教學更加有效與成功（Herro& Quigley, 2017； Stohlmann et al. 2012）。但在中學的教學現場中，許多教師對於透過教師協作進行跨領域教學仍面對許多挑戰。本研究採用重要性與表現程度分析（IPA），以臺灣實施數位學習深耕推動計畫之學校教師作為研究對象，探究教師其認知透過教師協作實踐STEM跨領域教學的重要性、表現程度以及兩者間落差。研究者以立意取樣的方式，在歷年參與過此計畫之學校中抽取26所學校並發放260份問卷，有效回收樣本177份，有效回收率達68.08%。根據問卷分析得以下結論：（1）教師普遍認為透過教師協作實踐STEM跨領域教學具有高度的重要性；（2）教師透過教師協作實踐STEM跨領域教學的表現程度在各構面皆有進步空間；（3）教師透過教師協作實踐STEM跨領域教學在行動面落差最大、在評估面得分最低，皆需持續檢討與改善。依據前述的研究結果，可作為臺灣推動透過教師協作實踐STEM跨領域教學的重要參考依據。The significance of teacher collaboration in enhancing teaching quality and student performance has been extensively discussed in academic literature and widely acknowledged by educational policymakers worldwide (Moolenaar, 2010). In the context of integrated Science, Technology, Engineering, and Mathematics (STEM) education, teacher collaboration has been recognized as a critical factor contributing to the effectiveness and success of interdisciplinary teaching practices (Herro& Quigley, 2017; Stohlmann et al., 2012). However, many secondary school teachers still face considerable challenges in implementing interdisciplinary instruction through collaborative approaches. This study employs the Importance-Performance Analysis (IPA) method and focuses on teachers from schools participating in Taiwan’s Digital Learning Program. It explores teachers’ perceptions regarding the importance of teacher collaboration in practicing interdisciplinary STEM education, their actual implementation, and the existing disparities between these two aspects. Using purposive sampling, the study selected 26 schools that had previously participated in the program and distributed 260 questionnaires, yielding 177 valid responses with a response rate of 68.08%. Based on the questionnaire analysis, the following conclusions were drawn: (1) teachers generally perceive teacher collaboration in interdisciplinary STEM education as highly important; (2) the performance level of teacher collaboration in interdisciplinary STEM practice shows room for improvement across all dimensions; and (3) the largest gap between importance and performance lies in the action dimension, while the evaluation dimension received the lowest performance scores. These findings offer critical insights for guiding Taiwan’s initiatives to promote interdisciplinary STEM education through teacher collaboration.