動手做STEM學習歷程之記憶干擾初探

Cognitive Interference of Hands-On Making and STEM Learning Process

近年來教育趨勢中最熱議的議題之一，為如何改善動手做STEM學習成效。然而，綜觀近年來有關動手做STEM或創客教育相關文獻，鮮少研究以認知干擾觀點進行深究。因此，本研究之主要目的為探討個體記憶機制，並進一步分析個體在動手做STEM學習歷程中的認知干擾現象。具體而言，本文架構如下：首先將探討個體記憶類型與工作記憶的角色，之後將說明個體記憶機制與流程，作為後續論述之基礎。接著，本文將嘗試分析動手做STEM的記憶干擾效應，本研究初步結論提出如下：1.感官與肢體技能展現的衝突；2.陳述性記憶與步驟性記憶之交互干擾；3.記憶相似性與順序之干擾；4.記憶提取的衰退；5.個體特質；6.社會認知之干擾效應。基於初步探討結果，本研究就教師進行動手做STEM課程時，提出幾點初步建議供參。

How to enhance STEM and hands-on learning performance has been one of the most discussed issues in educational discourse over the past ten years. The cognitive interference of learners has received very little attention in the substantial literature on related topics. This aim of the present study is to discuss the process of memory and the cognitive interference of learners in light of this worry. The first chapter serves as a review of the working memory function and the components of memory mechanisms. The memory system comes next to give some context for the learning processes. The cognitive interference of STEM and hands-on creating is then suggested in the areas that follow, including: 1. The performance of the perceptions and skills; 2. Declarative and procedural memory; 3. The effect of similarity and learning sequence; 4. The difficulty of memory retrieval; 5. Individual difference of dispositions; and 6. The effect of social learning. Based on the findings, recommendations would be made for the instructors who are leading a STEM and hands-on creating project or managing a STEM center.