STEM（Science, Technology, Engineering, Mathematics）教學策略中，學生常因需要同時學習數個領域知識造成學習困擾；透過Jigsaw合作學習，小組成員可以到不同的「專家小組」學習某個領域知識，然後回到原小組把習得的知識分享給其他成員，可以有效降低前述困擾。
本研究探討應用Jigsaw合作學習於STEM教學策略的成效，學習內容選定應用物聯網於PM2.5空氣污染的偵測。本研究採準實驗研究法，研究參與者為北部某國小六年級的104位學生，共四個班級，其中兩班為實驗組，共51位學生，施以Jigsaw合作學習；另兩班為對照組，共53位學生，採傳統合作學習。實驗實施共計五堂課，並以學習態度問卷、成就測驗與半結構訪談蒐集學生學習資料。
研究結果顯示，整體而言，兩組學生在學習態度上並無顯著差異；但相較控制組學生，Jigsaw合作學習組學生認為學習活動有助於理解物聯網及空氣污染等知識。Jigsaw合作學習組學生的學習成就顯著優於控制組，但也發現學生對於Micro:bit與簡報軟體等的操作感到困擾。建議未來研究可改善本研究Jigsaw合作學習教學設計問題，並精進STEM教材設計，以提升學生之學習態度。

Students are often troubled by STEM education because the approach requires students to learn knowledge of several fields at the same time. Jigsaw cooperative learning may reduce students’ loading the strategy enables each group members to specialize in one topic and then teach the materials to other members.
The purpose of this PM2.5-themed study is to understand the effects of applying Jigsaw cooperative learning in STEM education. The participants for this study were 104 students from four classes of six grade in a primary school in northern Taiwan. Jigsaw cooperative learning was applied in the experimental group (n=51) and traditional cooperative learning was applied in the control groups (n=53) for five class hours. A learning attitude questionnaire, an achievement test, and a semi-structured interview were conducted to students to collect research data.
The results show that, overall, the two groups has no significant difference on students' attitudes towards learning attitudes. However, the Jigsaw group considered themselves understanding the learning concepts better via the learning activities. It is suggested that future studies should improve the instructional design and teaching materials of this study to improve the students’ learning attitudes.

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