以自我效能激發策略融入STEM統整活動對國中學生STEM學習效能之探討

The Immersion of Self-efficacy Motivated Strategy into STEM Integration Activities: A Study On The STEM Learning Efficacy of Junior High School Students

10.6587/JTHRE.201906_5(4).0002

周芬美(Fen-May Chou)；段曉林(Hsiao-Lin Tuan)

自我效能激發策略 ； STEM統整活動 ； STEM學習效能

科技與人力教育季刊

5卷4期（2019 / 06 / 01）

26 - 49

繁體中文

本研究旨在探討以自我效能激發策略，融入STEM統整活動中，對國中八年級學生學習成效之影響，本研究採用調查研究法，研究對象為中部地區九個國中八年級學生共300位學生，由同一位具有STEM知能背景的老師，在進行STEM統整教學活動中融入六種自我效能激發策略，包括有：「楷模學習或成功經驗」、「外在表現目標」、「言語鼓勵說服」、「親自動手實習」、「技術進階精練」與「落實正向互動」，經過大約三個月的STEM教學活動後，調查學生在STEM學習效能上有無正向的改變。本研究的研究工具為「STEM學習效能」問卷及「自我效能激發策略─STEM成效」問卷。300位問卷施測樣本中，有效回收問卷共275份。研究結果歸納下列結論：（一）學生在經歷12周，共24節課的STEM統整活動後，對於提升STEM的學習效能上有顯著差異，主要在「問題解決的能力」、「團隊合作的能力」及「自我效能的期許」三個面向均有顯著提升。（二）有關能讓學生願意參與學習STEM活動的自我效能激發策略，包括有「言語鼓勵說服」及「楷模學習或成功經驗」；「親自動手實習」、「參與正向互動」、「技術進階精煉」這五種策略，對於「外在表現目標」的策略融入，大部分學生則無明顯的感受。

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