國中STEM教學模式之實驗研究

A Study of STEM Instruction Model in Junior High School

10.29495/CITE.200707.0278

蔡蕙文；羅希哲；朱怡貞；陳柏豪

STEM ； 教學模式 ； 國民中學 ； STEM ； Instructional Model ； Junior High School

科技教育課程改革與發展學術研討會論文集

2006期（2007 / 07 / 01）

278 - 284

繁體中文

本研究目的主要在探討STEM(Science, Technology, Engineering, and Mathematics)教學模式對國中學生在這四學科之整合學習的學習態度與成效。本研究首先探討與STEM教學相關之理論與文獻，並以STEM教學模式與傳統教學模式，採準實驗研究方式。實驗組在實驗期間，教學內容為光學之STEM整合教材與相關的教學活動；而控制組則維持傳統的自然與生活科技領域教學。本研究工具為自編之STEM成就與態度問卷，並以SPSS10.0進行描述性統計、相關、與變異數分析。最後本研究歸納之結論如下：（一）STEM教學模式有助提升國中生在學習物理、數學、與科技的整合知識與概念；（二）STEM組學生在物理、數學與科技的成績顯著優於傳統教學組；（三）學生對STEM教學模式均持正面肯定的態度。

The principal purpose of this study was to explore the students' effectiveness and attitude of STEM (Science, Technology, Engineering, and Mathematics) instructional model which integrated of the physics, mathematics and technology for junior high school students. Firstly, the study approached the theory and reference of STEM instruction, and made a quasi-experimental research that compared with STEM instructional model and traditional instructional model. During the experimental period, the experimental group took part in STEM instruction which adopted integrated material and activity. The control group took part in traditional instruction of science domain. The self-developed questionnaire and achievement test were used as the research instrument. Further, the data of this study was analyzed by SPSS10.0. Finally, the following conclusions were made: (1) The STEM teaching mode can promote students' learning effect on the integrated knowledge and concept in junior high. (2) The students in the STEM group have a higher grade than students in traditional teaching mode.