國小泛自閉症學生學童動手做STEM學習困境分析

Hands-on and STEM Learning Difficulties in Asperger Syndrome

10.6249/SE.202112_72(4).0029

蔡其瑞(Chi-Ruei Tsai)；楊淳翔(Chun-Hsiang Yang)

動手做 ； STEM ； 亞斯伯格症 ； Hands-on making learning ； STEM ； Asperger's syndrom

中等教育

72卷4期（2021 / 12 / 01）

50 - 72

繁體中文

於國小階段實施行動手做STEM教學活動時，面臨最大困難為學生未具足夠相關領域知識及推論思考智能尚未發展完整。實務方面為國小時期獲得外顯的動手做STEM學習成效，需要將教材簡化，迴避艱深的理論基礎，將學習內容視覺化呈現。具有泛自閉症特質的學生，有符號表徵記憶能力、視覺記憶能力不佳之問題，在思考過程中亦明顯缺乏認知抑制能力，難以聚焦思慮。要在短時間內同時學習各項領域知識有難度。上述認知特質可能原因為模組轉換、認知執行功能困難具明顯缺陷，以致於教學情境中不易做出事件的判斷，出現認知固著及難以抽象思考之情形。本研究之研究目的在於探討泛自閉症特質學習者之動手做STEM學習困難。為達研究目的，研究個案為泛自閉症特質學習者一名，透過被動式口頭教學法進行仿生獸動手做STEM課程，研究者以完全參與者角度分析其學習特質與困難。研究發現個案學生思考特質及圖文表徵解讀，間接延伸至作圖、讀圖、部件解讀等動手做STEM之困境。

The greatest challenge in instructing hands-on and STEM activities in elementary schools is students lacking domain-specific prior knowledge and learning of STEM and not developing their lateral thinking skills yet. In order to facilitate meaningful learning in hands-on and STEM learning activities at the elementary level, the learning contents should be simplified to avoid conceptual learning, and the complex concepts should be transformed into graphical concepts. Students with Asperger's syndrome are good at lateral thinking, but they lack visual and symbol memory ability and cognitive inhibition ability, which result in the failure to pay attention to the learning contents. It's difficult for them to acquire knowledge of inter-disciplines learning. Students with Asperger's syndrome have cognitive difficulties of set shifting and executive dysfunction. It's hard for them to understand contents crossing two or more disciplines or situations, abstract concepts or realize the main issues immediately. The objective of this study is to explore the learning difficulty of Asperger's syndrome learners on hands-on and STEM learning. For the purpose of the research, the case of this study is an elementary student with Asperger's syndrome, who was instructed to make miniature models by passive lecture learning. The researcher observed and analyzed his learning difficulties and cognitive characteristics from the perspective of a full participant. The results found that the learning difficulties were mostly caused by lateral thinking style and the reading processes of the visual information indirectly.

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