本研究旨在探討幼兒園STEAM課程實施歷程中幼教師之課程意識，以位於新北市一所大專院校附設幼兒園為研究場域，兩位幼教師為研究參與者，分別以「動手玩染布」及「校園的榕樹」探究式主題課程進行研究，採質性研究的方法，歷經6個月入班觀察，數次深度訪談、課前課後的非正式訪談以及定期的STEAM課程會議的研討等方式進行資料蒐集；所蒐集的資料包括訪談資料、研究者觀察記錄、研究者省思日誌、研究參與者所撰寫的省思日誌、教學記錄、教學會議記錄、照片及幼兒作品等書面資料，前述資料均轉換為文字、進行編碼、歸納及資料分析，本研究發現如下：
一、幼教師不同STEAM課程意識呈現不同STEAM教學實施
二、從喜歡到熱愛STEAM教育，進而提昇STEAM課程意識
三、幼教師的內隱STEAM課程知識透過實作及表達逐漸外顯
四、STEAM的課程對話有助於STEAM課程意識的提昇
五、幼教師透過STEAM教學反思提昇STEAM課程意識
六、幼教師STEAM課程意識影響幼教師教學引導策略之使用

This study aims to explore the curricular consciousness of preschool teachers during the implementation of a STEAM curriculum. The research was conducted at a college-affiliated in New Taipei City, with two preschool teachers participating as subjects. The study focused on two inquiry-based thematic courses: "Hands-on Fabric Dyeing" and "The Banyan Tree on Campus." Employing a qualitative research methodology, data were collected over six months through classroom observations, multiple in-depth interviews, informal pre- and post-class discussions, and regular STEAM curriculum meetings. The collected data, which included interview transcripts, researcher observation notes, researcher and participant reflection journals, teaching records, meeting minutes, photographs, and children's work, were transcribed, coded, and analyzed. The study's findings are as follows:
1. Preschool teachers' varying levels of STEAM curricular consciousness lead to different implementations of STEAM instruction.
2. A progression from a liking to a passion for STEAM education enhances curricular consciousness.
3. Teachers' implicit knowledge of STEAM curriculum becomes increasingly explicit through practice and expression.
4. Dialogue within the STEAM curriculum contributes to the enhancement of curricular consciousness.
5. Reflective practice in STEAM teaching further elevates teachers' curricular consciousness.
6. The teachers' STEAM curricular consciousness influences their use of guidance strategies.

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