STE(A)M 教育中的創客運動：從文獻中學習

Maker movement in STE(A)M education: lesson learned from a literature review

創客運動自從2006年第一場MakerFaire舉辦以來，陸續影響著各國的教育趨勢，特別是在科學、科技、工程、數學(STEM)領域。目前已有許多研究指出，透過創客的場域與課程，能協助學生或教師整合STEM的學習。因此，為了瞭解近幾年STEM教育從創客運動中學到甚麼，本研究從SCOPUS資料庫中搜尋2008年至2017年相關文獻進行研究，希望了解目前STEM教育中創客運動研究的趨勢(年代、國家、期刊與議題)，以及從這些研究中分析我們可以從文獻中學到甚麼，其面向包含教師教學、學生學習、課程發展與場域建置。
Since the first ever Maker Faire launched in 2006, maker movement has been gradually influencing the educational trend among countries, especially in the areas of STE(A)M (science, technology, engineering arts, and mathematics). So far, some studies have indicated that students or teachers can get assistance through fields and courses of maker in integrating their learning of STE(A)M. In order to find out what STE(A)M education has gained from maker learning in recent years, a research was thus conducted bythis study to search for related literatures based on SCOPUS database from 2008 to 2017. We tend to understand the current research trend of maker learning in STE(A)M education (years, countries, journals and issues), and also sum up indications from analyzing those literatures, including aspects of: a) instruction of teachers; b) learning of students; c) curriculum development and d) field construction.