高中生情境式STEM跨領域問題解決能力評量工具之發展──以南方澳跨港大橋情境為例

Development of a Contextualized STEM Interdisciplinary Problem-Solving Skill Tool for Senior High School Students: Utilizing the Nanfang’ao Cross-Harbor Bridge as an Exemplar

現階段推動STEM教育的主要問題之一是缺乏適切的評量工具，以致於難以評估學生在STEM課程中的學習表現。本研究主要以南方澳跨港大橋情境為例，開發一個可用於評估高中生STEM跨領域問題解決能力的評量工具，其構面包含情境解構、類比推理、預測分析、量化思維、反思能力等5項能力。本研究的施測對象為844位高中生，採用Rasch二元計分模式進行考驗，以提出一份能夠有效評量STEM跨領域問題解決能力的評量工具。整體而言，高中生在STEM跨領域問題解決能力的整體表現有待改善，尤其是在預測分析和反思能力這兩項能力需要更進一步的學習和努力。依據前述研究結果，本研究進一步討論可能的研究限制，並針對未來相關研究所應重視的議題提出討論，並且針對現場教師在課堂中引用與實施提供相關建議，以供未來研究參考。

A challenge in advancing STEM education is the absence of appropriate assessment tools for evaluating the learning performance of students in STEM courses. This study aimed to develop an assessment tool for the STEM interdisciplinary problem-solving skills of high school students. The Nanfang’ao Bridge serves as the case study for this tool. The proposed research tool consists of five dimensions: contextualization, analogical reasoning, predicting, quantitative thinking, and reflective ability. The study surveyed 844 high school students and employed the Rasch dichotomous scoring model to develop an effective assessment tool for the STEM interdisciplinary problem-solving competencies of these students. The findings suggest that high school students need to improve their competencies, especially those in predictive analysis and reflective ability. This study also discusses potential limitations and highlights critical considerations for future investigations in this field. Furthermore, it provides recommendations for classroom teachers regarding the implementation and integration of the assessment tool, and the results serve as a reference for future research.