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研究生: 游旻寯
Yu, Min-Chun
論文名稱: 探討差異化專題導向於STEM實作課程對學習成效之影響
A Study of Exploring the Impact on Learning Effect of Differentiated Instruction Project-Based Learning in STEM Hands-on Courses
指導教授: 蕭顯勝
Hsiao, Hsien-Sheng
學位類別: 碩士
Master
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: 2019
畢業學年度: 107
語文別: 中文
論文頁數: 160
中文關鍵詞: 差異化教學STEM實作課程專題導向學習學習低成就
英文關鍵詞: Differentiated Instruction, STEM, Hands-on activity, PBL, Low achievement
DOI URL: http://doi.org/10.6345/NTNU201900629
論文種類: 學術論文
相關次數: 點閱:249下載:4
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  • STEM(Science, Technology, Engineering, and Mathematics)是近年來培養跨科際人才的重點,透過跨學科整合的方式來促進學生多領域之發展。在STEM實作課程的知識傳授中,讓學習者了解如何將所學知識應用在實作中,在專題導向學習(Project-based Learning, PBL)強調學生於「真實情境」中學習來解決問題。差異化教學(Differentiated Instruction)則貫徹「因材施教」的宗旨,給予學生齊頭式平等的學習機會,並縮小低成就學生在學習上的落差。
    本研究探討差異化專題導向學習於STEM實作課程對學習成效(STEM知識、執行功能、自我效能、實作能力)之影響。教學過程中,讓學生透過Arduino實作出「投籃車」作品,並學習在STEM各學科上需具備的能力,使學生在多學科整合的實作課程中,透過真實情境的學習過程,將教學發揮最大的效果。研究對象為新北市某國中七年級共104名學生,共八周,採準實驗研究法,自變項為教學方法,依照教學方法在實驗組(差異化專題導向於STEM實作課程)、對照組(專題導向學習於STEM實作課程)於STEM實作課程之影響;依變項為學習成效,其中包含STEM知識、執行功能、自我效能與實作能力,並分析對不同學習成就學生之影響。
    本研究結果顯示,兩種教學方法對一般成就生及低成就生之STEM知識皆有效提升並有顯著影響,低成就學生於實驗組進步幅度更較對照組低成就學生大;兩組教學模式對於執行功能及自我效能皆無顯著影響;在實作能力表現上實驗組在實驗處理後較對照組佳,並達顯著差異。
    研究結果發現一般成就學生、低成就學生在STEM的整合知識中有大幅的進步,並且縮小與一般成就學生的學習落差,在自我效能、執行功能上可能因實驗時間太短而無顯著提升,建議未來研究可以加長實驗時間,並在課程實施中將學生根據教材設計於學生能力上進行分層。

    In recent years, STEM is the key to cultivate cross-technology talents, which could motivate students to develop in multi-field by means of interdisciplinary integration. During apply the learned knowledge process of STEM teaching course, students understand how to implement. Project-Based Learning emphasize that students should study in context to solve problem. Differentiated Instruction carrying on the purpose of teaching students according to their aptitud, which offer equal learning opportunities to students and minimize the drop of low achievement students.
    This study discussed the influence on the learning effect of Differentiated Instruction Project-Based Learning (STEM knowledge, executive function, self-efficiency and hands-on ability) in STEM teaching activities. During the teaching process, students are required to make the “Catapult Car” with Arduino, and understand the abilities needed in different subjects on STEM, as a result, in the process of multidisciplinary integrated teaching courses and context learning, students will make best use of the teaching courses. 104 students are selected as participant from a secondary school in New Taipei City. The quasi-experimental design are adopted in the study. The whole project takes 8 weeks, the independent variables are teaching method, proceed by the effect of different teaching methods to STEM teaching courses used in experimental group (Differentiated Project-Based Learning in STEM teaching activity), control group (Project-Baesd Learning in STEM teaching activity); dependent variables are the learning performances, which includes STEM knowledge, executive function, self-effectiveness and hands-on ability. The influence of the teaching method applied to general and low achievement students are also analized.
    The result of the study indicates that the these two teaching methods shows prominent effect to promote general and low achievement students’ knowledge of STEM, while low achievement students of experimental group improves much more compared with low achievement students of control group; the teaching modes for these 2 groups leaves non-significant effect on executive function, nor the self-effectiveness. As for the hands-on abilities, the experimental group perform better than the control group after experimental process, and achieved significant differences.
    The study found that general and low achievement students have made great progress in the integration of STEM knowledge, and narrowed the learning gap between students with general achievement. In terms of self-efficacy and executive function, the experimental time may be too short without significant improvement. It is recommend that future research can lengthen the experiment time, and in the course implementation, students will be differentiated according to the Differentiated Instruction.

    中文摘要 I 目 錄 V 表 次 VII 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 6 第三節 待答問題 7 第四節 研究範圍與限制 8 第五節 研究流程 9 第六節 名詞解釋 10 第二章 文獻探討 14 第一節 學習低成就 14 第二節 STEM教育 18 第三節 差異化教學策略 22 第四節 專題導向學習 25 第五節 執行功能 30 第六節 文獻評析 32 第三章 研究方法 34 第一節 研究架構 34 第二節 研究對象 36 第三節 實驗設計與實施 38 第四節 教學活動設計 40 第五節 研究工具 55 第六節 資料分析 59 第四章 研究結果與討論 62 第一節 不同教學模式對學生STEM知識之影響 62 第二節 不同教學模式對學生執行功能之影響 73 第三節 不同教學模式對學生自我效能之影響 83 第四節 不同教學模式對學生實作能力之影響 93 第五章 結論與建議 110 第一節 結論 110 第二節 建議 114 參考文獻 117 一、中文部分 117 二、英文部分 123 附 錄 133 附錄一 課程教學教案 134 附錄二 學習成效量表 152 附錄三、執行功能量表 156 附錄四、國中生自我效能量表(理化科) 157 附錄五、國中生自我效能量表(資訊科) 158 附錄六、國中生自我效能量表(生活科技) 159 附錄七、國中生自我效能量表(數學科) 160

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