國中機器人STEAM跨領域課程發展研究：以彰化縣二水國中培龍計畫為例

Development and Effects of an Interdisciplinary Robotics STEAM Curriculum: A Case Study of a Rural Junior High School in Taiwan

機器人STEAM課程是培養學生運用機器人科技整合活用各科學習的跨領域統整課程，新課綱更是將資訊科技列為國中必修課程之一，然國中階段仍鮮少有實施機器人STEAM跨領域課程之相關實證研究。本研究旨在探討機器人STEAM跨領域課程對於國中生（尤其學業成就較低者）在學習科學、機器人及程式設計的動機和自我效能的影響，並了解學生的學習經驗和感受。本研究採單一組前、後測實驗設計，以63名臺灣中部偏鄉地區國中生為研究樣本，進行兩階段共12節課的機器人STEAM跨領域課程實驗，每階段均以前、後測問卷調查和課程回饋進行長期追蹤分析。主要研究結果發現：一、在第二階段課程實施的前後，整體學生科學學習動機有顯著提升，其中學業成就較低的學生更是在科學學習的自我效能和學習投入等動機有顯著提升，此結果從學生的課程回饋資料分析中亦獲得佐證，然第一階段則無此顯著的提升成果；二、當以第二階段後測和第一階段後測相比，則發現學業成就較低者的機器人學習自我效能（實作和表達兩面向）和程式設計自我效能（演算法面向）均有顯著的提升效果。因此，國中實施兩階段機器人STEAM跨領域課程，不僅可促進整體國中生的科學學習動機，同時亦可促進學業成就較低者在學習機器人和程式設計的自我效能。

This study aims to explore the influences of robotics STEAM curriculum on junior high school students’ science learning motivation, robotics learning self-efficacy and computer programming self-efficacy. This study also explores students’ learning experience and perceptions toward such a curriculum, especially for the lower academic achieved students. A curriculum (two-stage, 12 periods) was implemented with a sample of 63 7th graders intact in three classes in a rural junior high school of central Taiwan. In each stage, pretest-posttest questionnaires were administered to collect data. The results of paired t tests found that overall students’ science learning motivation has been improved significantly before and after the second stage of the curriculum, especially for the lower achieved students, which has been validated by the feedback from their learning experience and perceptions. No significant improvement was found for the first stage curriculum. In addition, while comparing the posttests between the two stages, the lower achieved students had significant improvements in the robotics learning self-efficacies of the practice and the expression dimensions as well as in the computer programming self-efficacy of the algorithm dimension. The results suggest that the interdisciplinary robotics STEAM curriculum can lift overall junior high school students’ science learning motivation as well as the robotics learning self-efficacy and computer programming self-efficacy of the lower academic achieved students.