题名

情境式STEM探究教學提升國小學童STEM參與度、自我效能及探究能力效益

并列篇名

The Effects of a Contextual STEM Inquiry Teaching on Elementary School Children's STEM Engagement, Self-Efficacy, and Inquiry Ability

DOI

10.6173/CJSE.202112_29(4).0002

作者

邱甯維(Ning-Wei Chiu)；魯盈讌(Ying-Yan Lu)；洪瑞兒(Zuway-R Hong)；許文怡(Wen-Yi Hsu)

关键词

STEM自我效能 ； 國小學童 ； 探究能力 ； 情境式STEM探究教學 ； 參與度 ； STEM Self-Efficacy ； Elementary School Children ； Inquiry Ability ； Contextual-Based STEM Inquiry Teaching ； Engagement

期刊名称

科學教育學刊

卷期/出版年月

29卷4期（2021 / 12 / 01）

页次

325 - 350

内容语文

繁體中文
中文摘要

本研究目的在探討經由「情境式科學、技術、工程和數學領域探究教學」（Science, Technology, Engineering, Mathematics, STEM）提升國小學童STEM參與度、自我效能及探究能力之效益。本研究法以便利取樣，選取南部某國小某班23位四年級學童參與「情境式STEM探究教學」為實驗組，實施10週次30節「情境式STEM探究教學」，共包含三種教學策略：一、試誤學習：引導學生在嘗試錯誤中學習STEM；二、STEM任務導向教學：讓學生學習整合STEM學科知識；三、真實情境教學：讓學生以STEM知識解決生活情境問題；並選取同校另一班24位四年級學童，實施以老師講授為主的傳統自然科教學，是為對照組。除此外，為了瞭解實驗組學生在教學介入過程學習改變的歷程，再以立意取樣選取實驗組自然領域成績低、中、高各三位男女學童，並於教學介入後實施個別訪談。經由共變數分析及內容主題分析發現，實驗組學生參與「情境式STEM探究教學」在STEM參與度、自我效能及探究能力分數顯著優於對照組學生。學生沉浸在生活情境式STEM探究教學中，教師不斷的提問，學生必須提出證據來解釋原因，這種教學歷程對於學童的STEM參與度、自我效能及科學探究能力都有顯著的提升。本研究結果可作為國小自然科教師在實施STEM跨領域教學及相關研究之參考。
英文摘要

The purpose of this quasi-experimental study was to examine how a ＂Contextual Science, Technology, Engineering, Mathematics (STEM) Inquiry Teaching＂ course affects elementary school students' STEM engagement, self-efficacy, and inquiry ability. As the Experimental Group (EG), 23 fourth graders from an elementary school in Kaohsiung City were recruited to take part in the 10-week 30-hour course. The course implemented three teaching strategies: (1) Trail-and-error teaching, in which students learned STEM through trial-and-error; (2) STEM task-oriented teaching, in which students learned and integrated their knowledge of STEM to a variety of learning tasks; (3) Real contextual teaching, in which students learned to solve life problems based on their STEM literacy. In addition, 24 students were also conveniently recruited from another fourth grade class at the same school as a Comparison Group (CG), and were taught by a teacher using a teacher-centered teaching strategy. In order to understand how the course affected EG students' learning over time, we purposively selected three boys and three girls with high, medium or low scores in their science and technology subjects for individual interviews. Covariate analysis and content theme analysis showed that EG students' total scores on STEM engagement, self-efficacy, and inquiry ability were significantly higher than those of the CG. The findings of this study provide fresh insights for elementary school teachers who teach interdisciplinary STEM education.
主题分类 社會科學 > 教育學
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被引用次数
  1. 甄曉蘭,吳柏菱(2022)。國小學童問題界定之思維歷程探究：以科學自造活動為例。科學教育學刊，30(4)，357-379。
  2. (2024).Research on STEAM Education Theses in Taiwan: Literature Analysis, Development Trends, and Future Prospects.教育資料與圖書館學,61(2),161-209.
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