任務導向式STEM帆船機器人主題統整課程的設計與評估之研究
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2019
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本研究以跨領域主題統整模式之網狀式方法建構出帆船機器人跨領域STEM主題統整課程，並結合線串式方法來呈現各相關知識之間的連結關係。另運用重理解的課程設計模式發展出帆船機器人跨領域STEM統整課程。機器人課程是目前用來激發學生對科學機器人課程是目前用來激發學生對科學、科技、工程及數學（簡稱STEM）較普遍且受歡迎的課程。本研究採用開放原始碼的軟硬體作為製作機器人的材料，以80位高中一年級學生實驗對象，分為兩班上課，實驗組採用任務導向機器人STEM統整課程，控制組則實施傳統無STEM統整機器人課程。實施一學期的課程後，研究結果顯示實驗組的學生對於STEM統整知識、技能表現及態度皆優於控制組之表現。實驗組的學生之認知負荷較控制組低，且對任務導向STEM主題統整課程滿意度較傳統機器人課程高。本研究發展的帆船機器人跨領域STEM統整課程及任務導向教學策略可供後續發展相關主題統整課程與教學之參考。
This study has constructed a knowledge map of cross-disciplinary integrative STEM curriculum on robotic sailboat by using the webbed approach in the cross-disciplinary thematic integration model. The threaded method was used to display the linking relationships among relevant concepts on the map. Moreover, the Understanding by Design Model (UbD) was used to develop cross-disciplinary integrative STEM curriculum on robotic sailboat with Arduino. The study involved 82 Grade 10 students; divided into two groups, the experimental group experienced an integrated robotics STEM course, whereas the comparison group participated in a curriculum with commercial robotics. After a semester, the quantitative and qualitative data showed that the experimental group reported significantly more positive perceptions of integrated STEM, with strengthened knowledge, skills, and positive attitude towards related fields. The experimental group reported significantly lower cognitive load than control group. The cross-disciplinary integrative STEM curriculum on robotic sailboat and the task-oriented instructional strategy might be as references for future development in integrative course and instruction on relevant themes.
This study has constructed a knowledge map of cross-disciplinary integrative STEM curriculum on robotic sailboat by using the webbed approach in the cross-disciplinary thematic integration model. The threaded method was used to display the linking relationships among relevant concepts on the map. Moreover, the Understanding by Design Model (UbD) was used to develop cross-disciplinary integrative STEM curriculum on robotic sailboat with Arduino. The study involved 82 Grade 10 students; divided into two groups, the experimental group experienced an integrated robotics STEM course, whereas the comparison group participated in a curriculum with commercial robotics. After a semester, the quantitative and qualitative data showed that the experimental group reported significantly more positive perceptions of integrated STEM, with strengthened knowledge, skills, and positive attitude towards related fields. The experimental group reported significantly lower cognitive load than control group. The cross-disciplinary integrative STEM curriculum on robotic sailboat and the task-oriented instructional strategy might be as references for future development in integrative course and instruction on relevant themes.
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機器人, 機器人課程, STEM教育, STEM課程, Arduino, 認知負荷, 任務導向教學, robot, robotics curriculum, STEM curriculum, STEM education, Arduino, cognitive load, task-oriented instruction