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研究生: 古芷蓉
Ku, Chih-Jung
論文名稱: 重複式工程設計教學模組對職前科技教師的STEM教學概念與自我效能之影響-以「抗震結構設計」主題為例
The Effect of Repetitive Engineering Design Instructional Module on Pre-service Technology Teachers’ STEM Teaching Concepts and Self-efficacy: An Example of Earthquake-Resistant Structure Design
指導教授: 林坤誼
Lin, Kuen-Yi
口試委員: 朱耀明
Chu, Yao-Ming
李隆盛
Lee, Lung-Sheng
許瑛玿
Hsu, Ying-Shao
游光昭
Yu, Kuang-Chao
林坤誼
Lin, Kuen-Yi
口試日期: 2023/10/30
學位類別: 博士
Doctor
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2023
畢業學年度: 112
語文別: 中文
論文頁數: 211
中文關鍵詞: STEM教育師資培育科技教育工程設計流程逆向工程
英文關鍵詞: STEM education, teacher education, technology education, engineering design process, reverse engineering
研究方法: 參與觀察法調查研究深度訪談法半結構式訪談法前實驗研究法混合研究語意流程圖析法
DOI URL: http://doi.org/10.6345/NTNU202301829
論文種類: 學術論文
相關次數: 點閱:97下載:17
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  • 本研究之目的在於發展以抗震結構設計為主題,且符合臺灣科技師資培育教學現場需求的重複式工程設計教學模組,結合工程設計流程與逆向工程策略,並透過建構、反思、探討、以及實踐四步驟,增進職前科技教師於STEM教學中應用工程設計流程引導學生整合應用不同學科知能的概念,並提高他們的STEM教學自我效能。為檢視模組之實施成效,本研究採用嚴謹的多重檢核設計混合研究方法,以臺灣某一科技師資培育機構的10位職前科技教師為研究對象,透過前實驗設計研究來進行探究。在質性方面以深度訪談配合修正式後設重聽法蒐集資料,再利用語意流程圖析法針對職前科技教師的認知結構進行剖析,瞭解他們STEM教學概念的發展情形。量化方面則以問卷調查方式探究職前科技教師的STEM教學自我效能表現。依據研究結果與討論,本研究提出以下五點結論與建議:(1)重複式工程設計教學模組有助於職前科技教師的STEM教學概念認知結構發展。他們的STEM教學概念認知結構概念總數與概念連結總數得到提升,顯示藉由本研究發展之教學模組,職前科技教師在應用工程設計流程引導學生整合應用STEM知能的教學專業知識上能獲得一定程度的成長。(2)參與研究的職前科技教師於STEM教學自我效能前測的表現良好,表示他們在該師資培育機構的培育下,對於自己進行STEM教學的專業知能具有相當程度的自信。同時因為潛在天花板效應,使得參與研究的職前科技教師在後測得分的進步幅度上受到限制。(3)重複式工程設計教學模組包含:經歷、反思、連結、以及實踐四個階段。透過整合重複式工程設計流程和逆向工程策略讓職前科技教師以學習者的身份經歷STEM學習歷程,並於第二和第三階段強化反思,促使他們轉換身份為未來教師,連結自身學習經驗與未來教學實務,最後藉由安排教學實踐活動提供他們深化學習的機會。(4)未來應用重複式工程設計教學模組時,應就教學單元設計、課堂討論與反思活動、分組機制等面向進行考量與分析,提供每一位學習者平等的機會發展STEM教學概念與提升STEM教學自我效能表現。(5)後續研究可以透過不同面向來進一步驗證重複式工程設計教學模組的實施成效,例如,涵蓋更多圓的研究樣本、剖析職前教師的訊息處理策略、提升他們的認知結構發展階段、或是探討影響他們STEM教學概念與STEM教學自我效能的重要因素,此外,也可以針對教學模組在職前或在職師資培育規劃之應用進行探討。

    The purpose of this study is to develop a Repetitive Engineering Design Instructional Module with a particular focus on earthquake-resistant structure design. It integrates engineering design process and reverse engineering strategy and follows a four-step process “model, reflect, research, and practice”. The goal is to enhance pre-service technology teachers’ STEM teaching concepts to utilize the engineering design process while teaching STEM, and further increase their STEM teaching self-efficacy. This research employs a rigorous mixed-methods, involving 10 pre-service technology teachers. The qualitative data is collected through in-depth interviews and analyze using flow map method to understand pre-service technology teachers’ STEM teaching concepts. Additionally, A questionnaire survey is conducted to explore their STEM teaching self-efficacy. Based on the research findings and discussion, the following conclusions and suggestions are presented: (1) The Repetitive Engineering Design Instructional Module contributes to developing pre-service technology teachers’ STEM teaching concepts. (2) Pre-service technology teachers perform well in the pre-test of STEM teaching self-efficacy, signifying that, they possess a considerable level of confidence in designing and implementing STEM teaching. (3) The Repetitive Engineering Design Instructional Module comprises four stages: Experience, Reflect, Link, and Practice. (4) When implementing the Repetitive Engineering Design Instructional Module, educators should provide equal opportunities for all participants to develop STEM teaching concepts and enhance the STEM teaching self-efficacy. (5) Future research can further validate the effectiveness of the Repetitive Engineering Design Instructional Module through various perspectives. To sum up, this research contributes to the growing literature on cultivating teachers’ STEM teaching professional knowledge and skills. It provides valuable insights into the development of practical modules for enhancing pre-service technology teachers’ STEM teaching capabilities.

    誌  謝 i 中文摘要 iii ABSTRACT v 目  錄 vii 表  次 ix 圖  次 xi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 4 第三節 本研究之重要性 6 第四節 研究範圍與限制 9 第五節 重要名詞釋義 12 第二章 文獻探討 15 第一節 STEM教育與工程設計流程 15 第二節 教師進行STEM教學之現況 23 第三節 師資培育規劃與挑戰 29 第四節 重複式工程設計教學模組設計 39 第三章 研究方法 53 第一節 研究設計 53 第二節 研究對象 57 第三節 重複式工程設計教學模組 58 第四節 研究實施流程 72 第五節 研究工具 75 第六節 資料蒐集與分析 78 第四章 研究結果與討論 91 第一節 參與模組前的STEM教學的認知結構 95 第二節 參與模組後的STEM教學概念 100 第三節 參與模組前後的STEM教學概念改變 106 第四節 參與模組前後的STEM教學自我效能改變 111 第五節 研究結果整理與綜合討論 115 第六節 重複式工程設計教學模組之省思與討論 127 第五章 結論與建議 145 第一節 結論 145 第二節 建議 148 參考文獻 153 一、中文部分 153 二、外文部分 154 附 錄 179 附錄一 小組學習單 181 附錄二 STEM教學自我效能調查表 187 附錄三 語意流程圖 189 附錄四 重複式工程設計教學模組介紹 209

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