STEAM教學策略融入6E模式在 實作課程教學成效之研究

A Study on the Effectiveness of Integrating STEAM Teaching Strategies into the 6E Learning Model in Practical Courses

本研究旨在探討將STEAM教學策略在實作課程中的教學成效。透過6E模式以學生為中心的循環教學設計，結合STEAM跨領域課程活動，引導學生積極參與、動手實作並培養解決問題的能力。本研究以某技術型高中建築相關科系學生為對象，進行為期12週的STEAM教學策略融入6E模式實作課程教學，採用單組前後測準實驗設計，在教學過程前後進行問卷調查與分析，並輔以學生開放式訪談回饋，以評估教學成效。研究工具包括自編之「STEAM教學策略融入6E模式在實作課程教學成效問卷」，經專家效度檢驗、探索性因素分析（EFA）及驗證性因素分析（CFA）確認其信效度。研究結果顯示，課程實施完畢後，學生在學習興趣、跨領域整合能力、團隊合作、創新與美感素養以及問題解決與實作信心等五個構面上均有顯著提升。質性訪談資料經主題分析後，顯示多數學生對STEAM教學策略融入6E模式在實作課程教學成效持正向肯定的看法，認為此教學模式增進了學習興趣與多面向能力。惟本研究採單組前後測設計，無法完全排除外在因素或歷程效應之影響，因此在解釋結果時需保守推論，研究限制包括：（1）樣本僅限於單一學校學生，地域與科別範圍受限，外部效度有所侷限；（2）採單組設計，缺乏對照組比較，內部效度受限；（3）質性資料分析雖力求客觀，仍可能存在研究者主觀詮釋之影響。未來研究建議：（1）擴大樣本範圍，涵蓋不同地區與科別；（2）採用實驗組與對照組設計，以更嚴謹地驗證教學成效；（3）進行長期追蹤研究，了解學習成效的持續性。最後，本研究根據實證結果對STEAM教學策略融入6E模式在實作課程教學成效提出具體建議，以供教育實務與後續研究參考。

This study investigates the effectiveness of integrating STEAM teaching strategies into the 6E instructional model in practical courses. Through the student-centered, cyclical instructional design of the 6E model, combined with interdisciplinary STEAM activities, students are guided to actively participate, engage in hands-on practices, and develop problem-solving skills. The study was conducted from architecture-related departments of a technical senior high school, implementing a 12-week practical course that incorporated STEAM teaching strategies into the 6E model.A one-group pretest-posttest quasi-experimental design was employed, with questionnaires administered before and after instruction, supplemented by open-ended interviews to assess teaching outcomes. The research instrument was a self-developed ''STEAM Teaching Strategies Integrated with 6E Learning Questionnaire'', with validity confirmed through expert review, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results revealed significant improvements in all five dimensions following the course: learning interest, interdisciplinary integration skills, teamwork, innovation and aesthetic literacy, and confidence in problem-solving and practical execution, Qualitative interview data, analyzed thematically, indicated that most students held positive views regarding the effectiveness of integrating STEAM teaching strategies into the 6E model, reporting enhanced learning interest and multidimensional competencies. However, this study employed a one-group pretest-posttest design without a control group, which limits the ability to completely rule out external factors or maturation effects. Therefore, results should be interpreted with caution regarding causal inferences. Research limitations include: (1) a small sample size of 30 students from a single school, limiting external validity; (2) absence of a control group, limiting internal validity; (3) potential researcher bias in qualitative data interpretation. Future research recommendations include: (1) expanding the sample to include diverse regions and departments; (2) implementing experimental and control group designs for more rigorous validation; (3) conducting longitudinal studies to assess the sustainability of learning outcomes.