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|Other Titles:||Core Value and Implementation of the Science, Technology, Engineering, and Mathematics Curriculum in Technology Education|
National Taiwan Normal University
|Abstract:||發展STEM（Science, Technology, Engineering & Mathematics）課程是近年來美國教育界所關注的課題，亦普遍受到先進國家的重視。本研究之目的是從美國科技教育學者的觀點，探討科技教育融入STEM 課程的核心價值與實踐方式，並據以提出對臺灣科技教育融入STEM課程的可行性及實施建議。本研究採深度訪談的方式訪談11 位美國科技教育學者，以瞭解美國科技教育界如何闡述STEM 課程之核心價值，及其課程發展與實踐方式。本研究歸納之結論如下：一、科技教育的STEM 課程應是一種整合式的教學與學習途徑；二、科技教育的STEM課程應著重在實作學習（hands-on learning）以及心智學習（minds-on learning）的平衡；三、科技教育的STEM 課程應以「科技與工程議題」為核心、「工程設計」歷程為架構，而「科學探究」、「數學分析」及「科技工具」為知識整合與應用的要項。據此，本研究針對臺灣邁向12 年國教之科技教育提出三點建議：一、國中的科技教育課程著重設計與製作的內涵，培養學生解決生活問題的能力；高中著重工程設計的內涵，培養學生整合STEM 知識以解決實務問題的能力；二、臺灣科技教育的STEM 課程應提供學生更多設計、探究、分析、測試與綜合評估的學習機會，以建構更完整的整合與應用能力；三、提升臺灣生活科技教師對STEM課程的理解與教學專業知識的準備，是落實STEM 課程理念的關鍵課題。|
The integrative science, technology, engineering, and mathematics (STEM) curriculum has become the primary focus of American education reform, as well as a new curriculum development trend in some developed countries in recent years. This study sought to develop a holistic understanding of the core value of the STEM curriculum and its implementation regarding American technology education. This study employed a qualitative in-depth interview method to explore and describe the educational philosophy and core value, curriculum design models, and instructional approaches involved in implementing the STEM curriculum. Eleven technology education experts from the United States were interviewed individually. The results are summarized as follows: (1) From the perspective of American technology education, the STEM curriculum is an integrative teaching and learning approach. (2) The core value of the STEM curriculum is to provide a balance between hands-on learning and minds-on learning. (3) Technological and engineering concerns should be the driving force of STEM-based projects; specifically, “engineering design” should be the foundation, and “science inquiry” and “mathematics analysis” should be the key capabilities for integrating and applying knowledge. From the results, three recommendations are offered for Taiwanese technology education: (1) The inclusion of “design and make” in the Taiwanese technology education curriculum should be considered as the major content for developing students’problem-solving abilities, whereas “engineering design” should be the core content used in high school to develop students’ problem-solving abilities with STEM knowledge; (2) Technology education should provide students with more learning experiences in design, inquiry, analysis, testing, and evaluation; (3) The key to successfully implementing the STEM curriculum is to equip technology teachers with an understanding of the curriculum and the involved teaching approaches.
|Appears in Collections:||教育科學研究期刊|
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