國小職前教師從STEAM課程實作中培育設計能力之研究：以製作負重橋梁模型為例

Pre-Service Teachers’Perception and Awareness of STEAM Teaching Ability When Cross-Field Curriculum Practicing: The Case of“Load-Bearing Bridge Model”

跨領域STEAM 課程的體驗，可培養國小職前教師對於STEAM課程的感知，也能培養其對於STEAM教學能力的覺察。本研究採個案研究法，以42位國小職前教師為研究對象。研究者以「負重橋樑」為主題設計STEAM課程活動，讓職前教師執行負重橋樑模型製作的任務，內容包括：觀看「橋樑搭建」的影片、設計與搭建負重橋樑模型、負重橋樑模型載重競賽。本研究蒐集各組完成的負重橋樑模型、分享與回饋錄音語料、研究者撰寫的觀察記錄表、各組討論與撰寫的反思引導單等資料進行分析與詮釋。研究結果如下：1.多數職前教師都主動參與STEAM課程的實踐活動，製作負重橋樑模型時，僅以「最大承載重量」為唯一考量的因素，只有少數幾組成員同時考量「最大承載重量」與「經濟效益」等因素；2. STEAM課程實施後，職前教師發展出科學、工程、數學與藝術等領域的相關概念與技能，也覺察到STEAM課程設計時，教師應具備關於議題、教學模式、教學策略、教學的媒介與表徵、課堂的互動與對話、評量等六個層面的STEAM教學能力。

Experience on cross-disciplinary science, technology, engineering, art, and mathematics (STEAM) curriculums design could help primary pre-service teachers to develop their STEAM curriculums perception and STEAM teaching abilities awareness. In this case study, 42 pre-service teachers from a teacher education university south of Taiwan were included as research participants. The STEAM curriculum theme of ''load-bearing bridge'' was chosen by researchers to guide pre-service teachers watching ''bridge building'' videos, designing and constructing ''load-bearing bridge'' models, and having load competitions of load-bearing bridge model. The data collected included load-bearing bridge models, sharing and feedback recording corpus from peers, observation record sheets, and reflection & discussion lists for data coding, classification, and interpretation. The results indicated that (1) Most of the pre-service teachers actively participated in the practical activities of STEAM curriculums. Most of them considered the factor of ''maximum load-bearing capacity'' when constructing a load-bearing bridge model, Only a few group members considered both of the factors ''maximum load-bearing capacity'' and ''economic benefits''. (2) After the implementation of STEAM curriculums, each group of pre-service teachers developed the relevant concepts and skills in the fields of science, engineering, mathematics and arts. They also awarded that teachers should have six STEAM teaching abilities about topics, teaching model, teaching strategies, media use and representation for teaching, classroom discourse and interaction, and assessment.