國中學生參與科技競賽影響集體效能因素之探討－以競賽得獎與否為調節變項

EXPLORING FACTORS AFFECTING COLLECTIVE EFFICACY IN JUNIOR HIGH SCHOOL STUDENTS PARTICIPATING IN TECHNOLOGY COMPETITIONS: COMPETITION WINNING OR NOT AS A MODERATOR

10.6306/JITE.202407_(17).0009

劉佳儒(Chia-ju Liu)；王裕宏(Yu-Hung Wang)；張美珍(Mei-Chen Chang)

科技競賽 ； 科技素養 ； 團隊運作 ； 集體效能 ； technology competition ； technological literacy ； teamwork ； collective efficacy

工業科技教育學刊

17期（2024 / 07 / 01）

181 - 197

繁體中文;英文

國民中學階段科技領域課程在十二年國民基本教育課程綱要中，強調應培養學生動手實作、問題的解決、團隊合作及創意設計能力，以提升學生的科技素養。因此，學生組隊參加各種競賽，以增加學生從事科學探索與獨立研究的經驗也成為一種學習趨勢。由教育部主辦之「科技教育創意實作競賽」就是強調以實作為主，結合科技知識與技能、創意發想、問題解決等內涵的團隊競賽活動。鑒於此，研究者以2023年期間參與此競賽的國中組團隊成員為研究對象，探討影響集體效能的因素，包括科技素養、團隊運作以及集體效能三個變項的相互關係，同時以競賽得獎與否為調節變項，藉以檢驗各因素間的調節效果。首先透過文獻資料收集建構出理論的背景，再依其理論基礎發展問卷，共計蒐集158位參賽學生資料，研究工具包括：科技素養、團隊運作、集體效能等自陳問卷，所得資料以統計軟體SPSS PROCESS巨集版本（Hayes,2018）進行分析，研究結論如下：（1）科技素養與團隊運作均對集體效能有顯著的正向影響效果；（2）團隊運作部分中介科技素養與集體效能（3）得獎與否變項透過團隊運作對集體效能具有調節式中介效果。本研究結果突顯了科技素養和集體效能之間關係的複雜性，並證明團隊運作所扮演的重要角色，成果將可提供學校培育學生未來參加類似競賽之參考。在研究建議上，後續可針對國中在參賽歷程中遇到的困難或是加入其他調節變項進一步探討，將可更深入瞭解競賽對學生實質助益。

The curriculum framework for the technology domain in the twelve-year national basic education program emphasizes the cultivation of hands-on practical skills, problem-solving abilities, teamwork, and creative design capabilities at the junior high school level, aiming to enhance students' technological literacy. Consequently, students forming teams to participate in various competitions, fostering experiences in scientific exploration and independent research, have become a prevalent learning trend. The " Technology Education Creative Practice Contest" organized by the Ministry of Education emphasizes a team competition activity that integrates practical application with technology knowledge and skills, creative thinking, and problem-solving. In this study, the researchers selected junior high school team members who participated in this competition during the year 2023 as the research subjects. The study aims to explore factors influencing collective efficacy, including technological literacy, teamwork, and collective efficacy, examining the mutual relationships among these three variables. Additionally, the competition outcome (winning or not) is considered as a moderating variable to examine the moderating effects between these factors. The research methodology involves constructing a theoretical background through literature data collection, developing questionnaires based on this theoretical foundation, and collecting data from 158 participating students. The research tools include self-report questionnaires on technological literacy, teamwork, and collective efficacy. The collected data is analyzed using Hayes's (2018) SPSS PROCESS macro version. The research conclusions are as follows: 1)Both technological literacy and teamwork have a significant positive impact on collective efficacy. 2)Teamwork partially mediates the relationship between technological literacy and collective efficacy. 3)The variable of competition outcomes moderates the relationship between teamwork and collective efficacy. These results underscore the complexity of the relationship between technological literacy and collective efficacy, demonstrating the vital role of teamwork. The findings could provide valuable guidance for schools in nurturing students for future participation in similar competitions. In terms of research recommendations, future studies could delve deeper into difficulties encountered by junior high school students during the competition process or explore additional moderating variables to gain further insights into the substantial benefits of competitions for students.