透過國中STEAM跨域專題導向學習提升學生社會及科學創意問題解決之研究

Improving Junior High School Students' Social and Scientific Creative Problem-Solving through STEAM Interdisciplinary Project-based Learning

郭旭展(Hsu-Chan Kuo)；蘇于倫(Yu-Lun Su)；張至慶(Chih-Ching Chang)；陳逸萱(I-Hsuan Chen)

PISA創意思考評量 ； 專題導向學習（PBL） ； 創意思考 ； 跨領域學習 ； creative thinking ； interdisciplinary course ； project-based learning (PBL) ； PISA 2022

測驗學刊

71卷3期（2024 / 09 / 30）

393 - 422

繁體中文;英文

本研究運用STEAM跨領域學習設計課程，採用專題導向教學（PBL）探討對國中生社會及科學創意問題解決的影響。以臺南市某國中二年級3個班級（實驗組24人、控制組52人，共76人）為對象，進行準實驗設計。實驗組進行STEAM專題導向學習，控制組則採傳統講述教學。使用PISA 2022創意思考評量作為測驗工具，並運用T檢定、ANCOVA、ANOVA進行資料分析。研究結果顯示：（1）將STEAM跨域專題導向學習融入國中課程，有助於提升實驗班學生「整體創意思考」、「科學創意問題解決」，以及「社會創意問題解決」。實驗班學生在產生「創意構想」、「評價與改良他人構想」及總平均分數上皆有顯著成長，代表學生可以想出更多樣且豐富的想法，以及更有原創性的想法，也可以有效評量他人的想法，並有效精進改良他人既有的想法；（2）接受STEAM跨域專題導向學習的學生之創意思考能力，顯著優於接受傳統講述法的學生。

This research designed and implemented an interdisciplinary course utilizing Project- based Learning (PBL) to assess its effects on students' creative thinking skills. The PISA 2022 Creative Thinking Assessment model served as the primary evaluation tool, and students' creative abilities were quantitatively analyzed, supplemented by qualitative data. The study encompassed 76 eighth-grade students from Tainan, distributed into one experimental group (STEAM PBL-Interdisciplinary teaching approach, N = 24) and two control groups (traditional teaching approach, N = 52). The research methodology involved a pretest-posttest quasi-experimental design with the experimental instruction extending over one semester. The quantitative analysis involved measuring the students' creative thinking abilities. This comprehensive approach aimed to evaluate the efficacy of the STEAM PBL-Interdisciplinary Course in teaching and learning. Statistical analysis involved the use of paired and independent sample t-tests, analysis of covariance (ANCOVA), and one-way ANOVA. Results demonstrate that the STEAM PBL-Interdisciplinary Course significantly improves students' creative thinking skills, providing valuable insight for future course development.