中小學教師將機器人融入教學的態度、信念、動機及與機器人教學內容知識間的關係

Elementary and Middle School Teachers’ Teaching Attitude, Belief, Motivation and Technological Pedagogical Content Knowledge of Robotics-Based Instruction

本研究旨在探討中、小學在職教師對於將機器人科技融入教學之看法，尤其是針對教師將機器人科技融入教學之態度、信念和動機，及對其機器人教學內容知識進行問卷調查，並分析上述各變項間的關係。為檢測上述變項，本研究開發教師機器人態度信念和動機量表，以及教師機器人教學內容知識量表，研究樣本為115位自願參加機器人統整課程設計工作坊的中、小學在職教師。所有問卷資料透過因素分析、信效度分析、相關分析及結構方程模式進行分析。研究結果顯示，兩個量表均呈現良好的信度與效度，適合作為評量教師將機器人融入教學之情意與知能的研究工具。此外，從結構方程模式的路徑模型中發現，教師機器人教學態度可直接預測其在所有的機器人教學內容知識的各項表現，且透過教師的機器人知識和機器人教學知識的互補中介作用間接預測教師機器人教學內容知識；教師機器人教學信念可直接預測其在機器人教學內容知識；教師機器人教學動機則可直接預測其機器人知識。因此，本研究建議應提升中、小學在職教師對於運用機器人進行教學的態度，以促進其機器人教學內容知識，並進一步探討如何提升其教學態度，以及其他可能影響教師將機器人科技融入教學的相關因素。

This study aims to explore Taiwan in-service elementary and high school teachers’ views on the integration of robotics into teaching. This study focuses on the teachers’ self-evaluation on their willingness and knowledge to use robots in their classrooms. A total of 115 in-service teachers who participated in a teachers’ professional development workshop for robotics-integrated teaching designs were the sample of the study. Factor analyses, reliability analyses and partial least squares - structural equation modeling (PLSSEM) analyses are used to analyze the data collected in this study. The PLS-SEM analysis found teachers’ attitudes of robotics teaching can directly predict all dimensions of technological pedagogical content knowledge - robotics and teachers’ beliefs of robotics teaching can directly predict the robotics pedagogical content knowledge. Furthermore, teachers’ motivations of robotics teaching can directly predict robotics knowledge. Future studies are suggested to explore approaches for improving teachers’ attitudes about integrating robotics into teaching and to investigate other factors that may affect teachers’ decision making.