應用DDMT教學模式發展STEAM課程推動永續發展教育（ESD）探究──以一所國小高年級「竹風掃落葉」為例

Research on Applying DDMT Teaching Model to Develop STEAM Courses to Promote Education for Sustainable Development (ESD)–Take “The Wind Blows the Fallen Leaves in Hsinchu” as an Example of Fifth and Sixth Grade of an Elementary School

本研究旨在探究新竹縣一所國小高年級導入DDMT模式實踐STEAM課程發展對永續發展教育（ESD）的影響。研究採用準實驗研究法之實驗控制組時間序列分析（control-group time-series），以「DDMT教學模式」及SDG11永續城市與社區量表作為研究工具。「DDMT教學模式」為國立清華大學採用之STEAM課程發展模式，包含發現（Discover）、定義（Define）、模型與建模（Model & Modelling）及遷移（Transfer）四個步驟。本研究發現，導入DDMT模式實踐STEAM課程能提升學生對生活問題的感知和實際行動能力，促進他們更好地應對挑戰，並增進「物質、社會和心理基本需求與城鄉環境對自身的影響」的相關連結，以提升永續發展教育之認同度。

This study aims to investigate the impact of implementing the DDMT (Discover, Define, Model & Modelling, Transfer) model in developing STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum on Education for Sustainable Development (ESD) in upper grades of a primary school in Hsinchu County, Taiwan. A quasi-experimental design using control-group time-series analysis was employed, with the DDMT teaching model and the Sustainable Development Goal 11 (SDG11) scale as research tools. The DDMT teaching model, adopted from Tsinghua University, comprises four steps: Discover, Define, Model & Modelling, and Transfer. The study found that implementing the DDMT model in STEAM curriculum enhances students' perception of real-life issues and their practical skills, enabling them to better tackle challenges. Additionally, it strengthens the connections between “material, social, and psychological basic needs and their impact on oneself within urban and rural environments,” thereby increasing the recognition of Education for Sustainable Development.