探究機器人STEM繪本教學提升幼兒園教保服務人員STEM教學自我效能之影響

Exploring the Impact of Robot-Themed STEM Picture Book Teaching on Enhancing Preschool Educators’Self-Efficacy in STEM Education

本研究旨在探討機器人STEM繪本教學工作坊對幼兒園教保服務人員STEM教學自我效能之影響。研究對象為南部地區23位大班現職教保服務人員，透過五場次實作導向工作坊，結合神經元電子積木與自編繪本進行教學實踐，並採混合方法進行資料蒐集與分析。研究結果顯示，參與者在科技教學科學知識向度（Technological Pedagogical Science Knowledge, TPSK）的自我效能前後測出現顯著下降，可能反映其在完成課程後，對自身STEM教學能力進行了更為審慎的自我評估。從焦點訪談資料顯示，教師在教學理念、策略運用與專業成長等層面皆呈現正向改變。研究亦發現，教師在專業知能、資源取得與課程延續性方面仍面臨挑戰。

This study aims to explore the impact of a robotics-based STEM picture book teaching workshop on the STEM teaching self-efficacy of preschool educators. The participants were 23 in-service early childhood educators teaching older kindergarten classes in southern Taiwan. Through five hands-on workshops integrating Neuron electronic blocks and teacher-created picture books, participants engaged in practical teaching activities. A mixed-methods approach was employed for data collection and analysis. The results revealed a significant decrease in participants’self-efficacy in the dimension of Technological Pedagogical Science Knowledge (TPSK) between the pre- and post-tests. This decline may reflect a more cautious self-assessment of their STEM teaching abilities following their participation in the course. Data from focus group interviews indicated positive changes in teaching beliefs, pedagogical strategies, and professional growth. However, the study also identified ongoing challenges for teachers in areas such as professional competence, access to teaching resources, and curriculum continuity.