國小S.T.E.M教學設計：以手搖式手電筒的設計、製作為例

Developing S.T.E.M Learning Material for Elementary School Students: An Example of Designing and Making Dynamo a Powered Flashlight

本研究目的在嘗試發展符合S.T.E.M教育精神之教學設計，以在國小階段落實十二年課程綱要中的生活科技課程精神，希望能讓S.T.E.M教育發揮成效，以符合學生學習需求。本研究發展的教學設計經選取與各部份內容相對應的領域核心素養具體內涵後，再透過14位諮詢委員模糊德懷術問卷調查，依據收集之資料進行統計分析，獲致研究結論如下：一、本研究自編S.T.E.M教學設計經評估，囊括S.T.E.M四大學科領域及10項核心素養，且皆具適切性；二、「自然科學領域」為自編S.T.E.M教學設計中契合度最高之教學領域，並以「符號運用與溝通表達」為該領域整體與相應學習內容符合程度最高之核心素養；三、「科技領域」與「工程領域」為自編S.T.E.M教學設計中契合度次高之教學領域；四、「數學領域」為自編S.T.E.M教學設計中契合度仍有努力空間之教學領域。最後，綜合文獻分析與研究結果與討論，分別就教育行政機關、學校及未來研究提出建議，以提供參考。

This study aimed to develop a learning material in line with S.T.E.M education and implement living technology education of 12-year basic education curricula at the elementary school educational stage. The expectation of this study was to make the S.T.E.M education more effective to meet elementary school students' learning needs. The S.T.E.M learning material in this study was first selected in correspondence with core competencies and inspected by 14 advisory consultants via a fuzzy Delphi method survey. Based on the data analyses, the major findings of the study were summarized as follows:1.The S.T.E.M learning material developed by the researcher of this study includes four domains of S.T.E.M and 10 core competencies and is suitable for elementary school students;2.With regard to four domains of S.T.E.M, this learning material is most compatible with the ''Science'' domain. Finally, according to the findings, some suggestions for future applications were proposed on the basis of the discussions provided in this study.