臺灣STE(A)M教育期刊論文與國科會計畫之發展回顧與評析

A Review and Analysis of Journal Articles and NSTCFunded Projects on STE(A)M Education in Taiwan

本研究透過系統性文獻回顧與比較分析，探討2006至2023年間臺灣STE（A）M教育相關期刊論文及國科會計畫的發展現況與趨勢。結果顯示，隨著108課綱推動及美國教育趨勢的影響，STEM與STEAM相關研究數量持續增長，並涵蓋科學、科技、藝術及創造力等跨學科主題。儘管STEAM概念逐漸興起，STEM研究依然保持較高影響力，且兩者在國科會計畫與大多數期刊中的比例接近1：1。然SSCI期刊仍偏重STEM，顯示不同學術刊物對兩者的重視程度有所差異。不同期刊的研究對象分布亦呈現明顯差異。整體而言，儘管各期刊多以K-12學生為主要對象，SSCI期刊較偏重大學與高中生，而國科會計畫及非TSSCI期刊則主要集中於國中小學生。研究主題方面，教師教學與學科認知最為關注，反映學者對教學策略與學習成效的重視；然而，對思考智能與概念的探討較少。各期刊對教育重點的關注也有所不同：TSSCI與SSCI期刊聚焦學生的學科態度，非TSSCI期刊側重過程技能，國科會計畫則更強調教師教學。在研究方法上，大多數研究採用實驗研究法，並利用測驗、量表與問卷等量化工具。然而，評估標準多樣化，顯示該領域缺乏統一的評量框架，影響研究結果的可比性。未來研究應加強評估工具的標準化與驗證，並考慮更多質性研究方法，以全面理解STE（A）M教育的實施效果，促進理論與實踐的雙向發展。

This study employs a systematic literature review and comparative analysis to examine the development and trends of STE(A)M education in Taiwan from 2006 to 2023, focusing on academic journal publications and research projects funded by the National Science and Technology Council (NSTC). The findings indicate a steady increase in STEM and STEAMrelated studies, influenced by the implementation of the Curriculum Guidelines of 12-Year Basic Education and educational trends from the United States. These studies encompass interdisciplinary themes such as science, technology, the arts, and creativity. Although the STEAM approach is gaining momentum, STEM research continues to exert greater influence, with both STEM and STEAM appearing at a nearly 1:1 ratio in NSTC projects and most academic journals. However, STEM remains more prominently featured in SSCI-indexed journals, reflecting differing levels of emphasis among publication platforms. Variations were also observed in the distribution of research participants across journals. While most journals focus on K–12 students, SSCI journals tend to emphasize research on
university and senior high school students, whereas NSTC projects and non-TSSCI journals concentrate more on elementary and junior high school students. In terms of research topics, instructional strategies and subject-matter cognition are the most frequently explored, reflecting scholars’interest in teaching effectiveness and learning outcomes. However, fewer studies address higher-order thinking and conceptual development. Journal-specific emphases also vary: TSSCI and SSCI journals often highlight students’attitudes toward learning, non-TSSCI journals emphasize process skills, and NSTC-funded projects place greater focus on teacher instruction. In terms of methodology, most studies adopt experimental designs, utilizing quantitative tools such as tests, scales, and questionnaires. Nevertheless, the diversity of evaluation criteria indicates a lack of standardized assessment frameworks, which may hinder the comparability of findings. Future research should aim to standardize and validate evaluation instruments and incorporate more qualitative methods to provide a more comprehensive understanding of STE(A)M education and to promote the reciprocal development of theory and practice.