STEM實作活動對STEM知識、設計能力與動作技能統整之影響

Abstract

STEM 的議題在近年來受到許多的關切與重視，且培育STEM 創新者更是未來的重要趨 勢之一。針對此一培育STEM 創新者的趨勢，本研究著重在以自然與生活科技領域職前 教師為研究對象，一方面探討STEM 實作活動對STEM 知識、設計能力與動作技能統 整的影響，另一方面也期望藉此培育職前教師的科際統整教學能力。具體而言，本計畫 主要分四年完成以下的研究目的：(1)發展STEM 實作活動以培育自然與生活科技領域 職前教師的科際統整教學能力；(2)探究職前教師在STEM 實作活動中整合理論與實務 的學習過程、困難與解決策略；(3)探究職前教師在STEM 實作活動中收錄、推論、對 應與應用STEM 知識的學習過程；(4)分析整合類比問題解決理論的STEM 實作活動對 職前教師統整STEM 知識、設計能力與動作技能的影響；(5)探究職前教師運用反思性 的詢問以累積統整STEM 知識的次級經驗之歷程；(6)分析整合自我調整學習策略的 STEM 實作活動對職前教師統整STEM 知識、設計能力與動作技能的影響；(7)探究職前 教師在設計與製作過程中探究STEM 知識應用的學習歷程；(8)分析整合探究學習策略 的STEM 實作活動對職前教師統整STEM 知識、設計能力與動作技能的影響。而為了 達到上述研究目的，研究者主要擬採用內容分析法、專家座談、行動研究法、紮根理論 等研究方法，期能藉此深入瞭解STEM 實作活動對STEM 知識、設計能力與動作技能 的影響，進而培育自然與生活科技領域職前教師的科際統整教學能力。

The issue of STEM is emphasized in recent years, and one of the major trends is focused on developing the STEM innovators. According to the trend of developing the STEM innovators, this study will take the pre-service teachers in the field of natural science and living technology as research subjects, and focus on exploring the effects of integrating the STEM knowledge, design and making skills in STEM hands-on activity, on the one hand, and developing the pre-service teachers’ competency in integrating cross-subject teaching, on the other hand. That is, the research purposes of this study will be focused on the following: (1) to develop STEM hands-on activity in developing pre-service teachers’ competency in integrating cross-subject teaching in the field of natural science and living technology; (2) to explore the pre-service teachers’ learning process, difficulties, and solutions of integrating theory and practice in STEM hands-on activity; (3) to explore the pre-service teachers’ learning process of encoding, inference, mapping, and application in STEM hands-on activity; (4) to analyze the effects of integrating analogical reasoning processes with STEM hands-on activity in integrating pre-service teachers’ STEM knowledge, design and making skills; (5) to explore pre-service teachers’ learning process in utilizing the reflective inquiry for increasing the secondary experience in integrating STEM knowledge; (6) to analyze the effects of integrating self-regulated learning theory with STEM hands-on activity in integrating pre-service teachers’ STEM knowledge, design and making skills; (7) to explore the pre-service teachers’ learning process in inquiring the application of STEM knowledge in the process of design and making; (8) to analyze the effects of integrating inquiry learning strategy with STEM hands-on activity in integrating pre-service teachers’ STEM knowledge, design and making skills. In order to achieve the previous research purposes, the content analysis, panel discussion, action research, and grounded theory will be employed in this study for the purpose of exploring the effects of integrating the STEM knowledge, design and making skills in STEM hands-on activity, and developing the pre-service teachers’ competency in integrating cross-subject teaching in the field of natural science and living technology.