Synergies Case Study Research: Developing Deep Understandings of Youths' STEM Learning Trajectories

Synergies 個案研究－深入理解青少年的「科學、技術、工程和數學」(STEM) 學習歷程

10.6686/MuseQ.201501_29(1).0002

Lynn D. Dierking；Nancy Staus；John H. Falk；Jennifer Wyld；Deborah Bailey；William Penuel；劉德祥(Tak-Cheung Lau)

STEM ； science education ； free-choice learning ； STEM 課程 ； 科學教育 ； 自由選擇學習

博物館學季刊

29卷1期（2015 / 01 / 01）

7 - 14

英文

本報告嘗試透過一項個案研究瞭解美國青少年在「科學、技術、工程和數學」（Science, Technology, Engineering and Mathematics，簡稱STEM）課程的學習歷程，研究動機主要是因為美國青少年在進入青春期後逐漸對科學失去興趣。本個案是以位於美國奧勒岡州波特蘭市Parkrose 社區的校區為基礎，該校區擁有多樣的種族和社會經濟背景的學生，並具備自由選擇學習場域 (free-choice educational institutions) 如科學中心、動物園、兒童博物館，和其他課後社區團體如童子軍與課後輔導等。本研究採用混合研究設計，包括問卷調查和15 個家庭中16 位青少年的深度個案訪談，這是一個為期4 年的研究計畫，但本報告只呈現第一、二年深度訪談的研究發現。這15 個家庭包括了5 個白人家庭、4 個非裔美人家庭、4 個西班牙裔家庭和2 個亞裔家庭。深度訪談的質化數據經編碼及分析後發現，青少年對科學的興趣與青少年的家人是否知道有其他管道持續探索其興趣有關。第二個重要因素是青少年是否擁有享有共同科學興趣的成人引導者有關，因為該引導者可以作為加強和維持興趣的關鍵人物。此外，同儕之間的關係亦扮演十分重要的角色。作者最後指出，本研究可以發現改變科學教育的機會和關鍵的著力點，以有效提昇其意義和有效的介入。

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