整合PBL及STEAM方法進行機器人教具開發及教學實務研究

The Teaching Practice of Robotics Development Using PBL and STEAM Approaches

10.6870/JTPRHE.202306_7(1).0001

鄭瑞鴻(Jui-Hung Cheng)；劉玄堂(Xuan-Tang Liu)

工程科學教育實作 ； 多元跨領域學習 ； 問題導向學習 ； 產品設計 ； 機電整合 ； engineering science education practices ； STEAM ； PBL ； product design ； mechatronics

大學教學實務與研究學刊

7卷1期（2023 / 06 / 30）

1 - 48

繁體中文;英文

本文主要整合PBL問題導向學習（problem-based learning），以及STEAM（science, technology, engineering, arts, and mathematics）多元跨領域教學方法，進行機器人教具產品開發及教學實務研究，將科學、科技、工程、藝術、數學予以整合，連結真實世界問題，協助學生思考，找出解決問題方案。設定使用者為喜愛動手研究組裝機器人初學者，及協助沒有經驗或非專業工程背景教師，應用紙機器人教具，教導學生從動手實作中，學習如何進行結構設計、電控設計、程式編程、藝術美學等課程活動內容。研究成果除驗證教具產品設計之外，在學習認知、學習興趣、及學習延伸等，都有顯著提升。本研究不單只是學術研究產物，而更具有市場價值。

This study integrated the PBL (problem-based learning) and STEAM (science, technology, engineering, arts, and mathematics) methods for robot teaching aid design by combining science, technology, engineering, arts, and mathematics to connect real-world problems, assist students in contemplating, and identify solutions to problems. This study set the students as beginners who preferred to study and assemble robots using their hand skills. It assists teachers having no experience or nonprofessional engineering backgrounds in using robots as teaching materials for mechatronics science education to learn quickly. Teachers can use robots to teach students how to conduct structures, circuits, coding, aesthetics, and other course activities through hands-on practice. The study aims to enable five-year junior college students for the "Robotics and Application" course to conduct diversified learning and participate in the product development of various robotic teaching aids to enhance learning motivation and reduce learning gaps. Through the process of commercialization of industry-university cooperation, it can quickly integrate with the industry. In addition to verifying the product design of the teaching aids, the results revealed significantly improved learning cognition, interest, and extension. In the series of courses, students preferred learning through practical courses of assembly experience, with self-developed low-cost teaching aids, free to create changes, and increased flexible use of learning. The average value of the overall teaching evaluation feedback was 4.6, proving that it was a product of academic research and market value. Moreover, this is an innovative approach to PBL and STEAM educational research.

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