在未知中找尋樂趣：STEAM教學實踐在中學科學及數學課堂上的實行（下）

"Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms, Vol. 2

為了回應強化經濟的期待，教育強調科學、科技、工程和數學（STEM）的課程及學程。然而，由於STEM狹窄的取向，教育領導者不斷尋求更多較為平衡的教學方法，其中包括藝術、設計以及人文科學。這種需求為科學、科技、工程、藝術和數學（STEAM）教育這個跨學科並著重於解決問題的方法，創造了空間。以STEAM為基礎的課程和以STEAM為主題的學校遍布全球，由於愈來愈多國家和全球關注STEAM，這為師範教育在教師如何實施STEAM，檢視其過去實行時的成功、挑戰，以及教師如何從頭理解這種創新的教學實踐，提供了機會。本文的目的在於檢驗在中學科學、數學課堂中實行及實習STEAM教學的成效，期能在這新興的課題為教師及教育工作者提供以研究為基礎的實證及指引。

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.