高中食農教育課程運用STEM教育之研究

Abstract

本研究旨在發展運用STEM教育的高中食農教育教學課程、分析課程實施的策略與挑戰、以及探討課程的學習成效。本研究以新北市一所普通高中高一多元選修課程為場域，採取前後測準實驗研究法，課程設計採用ADDIE模式，結合科學、科技、工程及數學，為期12週、24節課，運用專題導向學習法（PBL）促進學生的跨領域學習與實作經驗。研究蒐集量化與質性資料，主要之研究結果如下：一、 課程發展：以ADDIE課程設計模式進行課程發展，開發四大單元的課程包含「來自果農的煩惱」、「智慧農具體驗與實作」、「果物永續與保存」、「果園經營提案發表會」。二、 課程實施：分析課程實施過程中的挑戰包括學生知識差異、資源有限及時間分配困難，透過調整進度、跨領域教學合作及引入校外資源等策略，讓課程順利進行以及提升教學效果。三、 課程評鑑：評鑑結果顯示，運用STEM教育的食農教育課程顯著提升了學生的食農素養。同時，學生在智慧農具設計與食品加工實作中展現解決問題與團隊合作能力。This study aimed to develop a STEM-integrated high school food and agriculture education curriculum, analyze the strategies and challenges of its implementation, and evaluate its learning outcomes. The study was conducted in a first-year elective course at a senior high school in New Taipei City using a pretest-posttest quasi-experimental design. The curriculum was designed based on the ADDIE model, integrating science, technology, engineering, and mathematics (STEM) principles. The program lasted for 12 weeks with 24 sessions and employed project-based learning (PBL) to enhance students’ interdisciplinary learning and hands-on experiences. Quantitative and qualitative data were collected. The main findings are as follows:1. Curriculum Development: The curriculum, based on the ADDIE model, includes four units:"Farmer Challenges," "Smart Tools Practice," "Fruit Sustainability," and "Orchard Management Proposal." 2. Curriculum Implementation: Implementation challenges, such as varying student knowledge, limited resources, and time constraints, were addressed through schedule adjustments, interdisciplinary collaboration, and external resources, ensuring smooth execution and improved outcomes. 3. Curriculum Evaluation: Evaluation results indicated that the STEM-based curriculum significantly improved students' agricultural literacy. Students also enhanced problem-solving and teamwork skills in smart tool design and food processing.