探討6E STEAM探究教學對於國小學童科學創造思考能力之效益

Effects of 6E STEAM Inquiry Teaching on Elementary School Students’Scientific Creative Thinking

本研究以便利取樣選取南部某國小四年級18位男學童及22位女學童為實驗組，實施11週次22小時6ESTEAM探究教學模組介入並以便利取樣選取同校37位五年級學童為對照組，實施講授式教學。接著以立意取樣選取實驗組學童自然領域成績低、中、高各三位學童為目標學生實施個別訪談以瞭解實驗組學童在教學介入期間其科學創造思考傾向與能力是如何改變。經由相依性t-檢驗及共變數分析結果發現：實驗組學童在科學創造思考傾向、科學創造力傾向、科學創造思考能力測驗及科學發散思考能力測驗分數，均顯著進步且都高於對照組學童。本研究結果可作為國小教師實施STEAM教學及未來相關研究之參考。

This study examined the effect of the 6E STEAM inquiry teaching model on the scientific creative thinking of elementary school students. An experimental group was formed that comprised 18 male and 22 female fourth-grade students from a southern elementary school, selected using convenience sampling. These students participated in an 11-week, 22-hour 6E STEAM teaching intervention. A control group was formed that comprised 37 fifth-grade students from the same school, also selected using convenience sampling. This group received lecture-based teaching. Purposive sampling was used to select three students from the experimental group, representing low, medium, and high scores in the natural sciences, for individual interviews that explored changes in the students’scientific creative thinking tendencies and abilities during the intervention. Covariate analysis revealed significant intergroup differences in (1) scientific creative thinking tendences; (2) scientific creativity tendencies; (3) scientific creative thinking abilities; and (4) scientific divergent thinking abilities. The results of this study can be used as a reference for primary school teachers implementing STEAM teaching.