在專題導向學習課程中探究學生的團隊歷程：採用團隊科學研究的觀點

Investigating Students’ Team Processes in a Project-Based Learning Course: From the Perspective of Science of Team Science

為了培養高中生的協作能力和團隊表現，以達到完成具有挑戰性的美國太空總署與美國國家太空協會合辦之「太空殖民專題競賽」專題報告書寫作的目標，身為科學教師的第一作者從SciTS的觀點設計了一門PBL 課程，名為Team Science and Project-Based Learning，簡稱為TSPBL。在研究過程中，作者設計了一個評估學生團隊歷程相關表現的問卷，以更好地了解影響學生團隊合作的因素及其在TSPBL 課程中的表現。課程結束後，七個參賽學生團隊中，三個團隊完成了他們的專題報告書，其中一隊的作品更獲得了2019年世界三等獎，是台灣唯一獲獎的隊伍。值得注意的是，STEM教學有一種趨勢，即在團隊協作環境中設計或安排許多教學方法。然而，他們大多數傾向於關注在STEM內容知識和技能的獲得，而很少關注協作技能與團隊成效。因影響團隊成效的因素眾多且複雜，在研究和文章篇幅限制下，我們聚焦在學生能否完成全英文且跨領域之專題計畫書來代表其團隊成效。研究結果顯示，我們設計的團隊歷程問卷程說明了團隊氛圍和團隊效能這兩個研究因素可能在學生的團隊成效中發揮關鍵作用。在性別上，女生比起男生在團隊凝聚力與處理團隊衝突中，呈現統計上的顯著差異，扮演著正向的角色。TSPBL課程和問卷似乎在科學教育的研究和實踐中具有潛在的應用。這項研究的結果有望幫助研究人員和學校教師了解團隊歷程的關鍵面向，提供有價值的建議做為課程設計指引，並能提升學生的科學協作技能和表現，增加國際專案競賽獲獎之機會。

In order to enhance high school students' collaboration skills and team performance to achieve the goal of completing the challenging project report on the "Space Settlement Contest" co-organized by NASA and the National Space Society (NSS), the first author, who is a science teacher, has designed a PBL course with the perspective of SciTS called Team Science and Project-Based Learning, or TSPBL for short. Meanwhile, the authors designed an inventory to assess students' team process to better understand the factors that influence students' teamwork and their performance in TSPBL courses. After the course, three of the seven participating student teams completed their special reports, and one team's work won the 2019 World Third Prize, the only team in Taiwan to win. It is noticed that there is a trend of STEM instruction that many teaching approaches are designed or arranged in team collaboration settings. However, most of them tend to focus on the acquisition of STEM content knowledge and skills with little attention to collaborative skills and team effectiveness. Due to the numerous and complex factors that affect team effectiveness, under the limitations of research and space, we focus on the completion of students’ all-English and cross-disciplinary project report to represent their team effectiveness. From results obtained in this study, it is noted that the Team Process Inventory we designed illustrates that two research factors, Team Climate and Team Efficacy, may play a key role in students' team effectiveness. In terms of gender, girls showed statistically significant differences compared with boys in Team Cohesion and Team Conflict resolving, and played a positive role. The TSPBL course and the inventory appear to have potential applications in the research and practice of science education. The results of this study are expected to help researchers and school teachers understand key aspects of team process, provide valuable advice to guide curriculum design, improve students' scientific collaboration skills and performance, and increase their chances of winning international project competitions.