設計STEAM課程培養國小學生的STEAM素養：以「動物模仿獸」為例

Design STEAM Course to Train STEAM Literacy of Primary Students: Taking“Animal Mimicry Beast” as an Example

跨領域STEAM課程的專題研究能培養國小學生的STEAM素養，是全球的教育趨勢，也是我國十二年國民基本教育的教學重點。本研究採個案研究法，以國小五年級一個班級共28位學生為研究對象，由三位不同領域的協同教師設計「動物模仿獸」的STEAM專題研究，教導學生動物的特殊習性、撰寫Arduino設計程式、選擇材料組裝動物模仿獸；各組學生以兩個月的時間撰寫Arduino 程式操控感應器以模仿動物的特殊習性、畫設計圖、組裝動物模仿獸。研究者蒐集Arduino 學習單、動物模仿獸討論單、學習日誌、動物模仿獸作品、半結構式晤談、教師省思札記等質性資料，進行編碼、分類與詮釋。研究結果顯示：一、各組學生能撰寫Arduino程式去操控各種感應器，達到動物模仿獸身體顏色、叫聲頻率、改變發光頻率的效果；二、各組學生從畫設計圖到組裝的過程，學會正確測量容積、選擇正確材料以組裝動物模仿獸，呈現模仿獸的完整功能，以及具有特色的造型與質感；三、各組學生從STEAM專題研究中培養STEAM素養，擁有跨領域的整合能力。

Research on cross-disciplinary science, technology, engineering, and mathematics (STEAM) curriculums could help primary students to develop their STEAM literacy. STEAM represents a global education trend and the target of Taiwanese students’ 12-year compulsory education. In this case study, 28 students from a fifth-grade elementary school class were included as research participants. The STEAM curriculum theme of “animal mimicry beast” was chosen by three teachers from various fields to teach students about the specific behaviors of animals, to write Arduino design programs, and to select materials for assembling animal mimicry beasts. After the teaching, the students wrote Arduino program control sensors to mimic animals’ individual behaviors, drew design diagrams, and assembled animal mimicry beasts during 2 months. The data collected included Arduino learning sheets, animal mimicry discussion lists, learning logs, animal mimicry beast works, semi structured interviews, and teacher feedback for data coding, classification, and interpretation. The results indicated that (1) each group of students was able to write Arduino programs to control various sensors and enable animal mimicry beasts to change color, tweet frequency, or light frequency. (2) Each group of students who created design diagrams and assembled animal mimicry beasts learned to correctly measure volume; to select appropriate materials for assembling animal mimicry beasts; and to present their animals’ full functionality, distinctive shapes, and textures. (3) Each group of students developed STEAM literacy from their STEAM projects studies and exhibited cross-disciplinary integration capabilities.