6E教學模式結合STEM融入大學生專題課程之研究

Integration of 6E Instructional Model and Science, Technology, Engineering, and Mathematics into ProjectBased Courses of Undergraduate Students

研究發現，國外常應用STEM（科學、技術、工程、數學）在專題課程中，此一跨領域學習有助於學生成功地解決問題，然而，國內應用STEM於專題課程的研究並不多見。為了幫助學生從實際操作和體驗中學習，進而整合各種知識和訊息以解決問題，本研究創新提出以6E教學模式（參與、探索、解釋、精心設計、深化、評量）結合STEM融入大學生專題的課程，進而探究此教學模式的實施成效，經由學生作品蒐集、訪談、課堂觀察與對話記錄等方式，了解學生學習歷程的轉變、遭遇困難及解決方式。本研究以某科技大學60位學生為研究對象，進行準實驗研究，所得資料以單因子共變數分析進行統計分析，研究結果顯示，實驗組在「專題課程的助益」、「專題課程的人際影響」及「專題課程對STEM的影響」三個分量表的得分均顯著高於控制組，表示本研究所設計的教學模式是有效的。學生在STEM融入專題課程中，以技術上的成長最多，剛開始遇到的困難是第二個探索階段，第二個面臨的困難在第四個精心設計階段。本研究希冀提供高等教育運用STEM進行專題之基本架構作為參考，幫助未來研究者據以提升教學品質，並促進教學成效。

Many countries employ science, technology, engineering, and mathematics (STEM) in project-based courses, and this interdisciplinary learning can foster problem-solving ability in students. However, few studies in Taiwan have explored the application of STEM in project-based courses. To help students learn from practical application and experience and thereby enable them to integrate knowledge and information to solve problems, this study proposed the integration of the 6E (engage, explore, explain, engineer, enrich, and evaluate) instructional model and STEM into the project based courses of undergraduate students. Further, this study explored the effectiveness of the implementation of this instructional model. Student work, interview, classroom observation, and dialogue record data were collected to identify changes in students’ learning processes, the difficulties they encountered, and the solutions they applied. This quasi-experimental study included 60 students from a university of science and technology as research participants. The obtained data were analyzed using one-way analysis of covariance. The research results revealed that the students in the experimental group scored significantly higher than those in the control group on the three subscales of “benefit of the project-based courses,” “interpersonal effect of the project-based courses,” and “effect of the project based courses on STEM,” indicating that the instructional model of this study was effective. The students exhibited the most growth in the technology aspect of STEM. The students encountered difficulty at the beginning of the course, in the second “explore” stage and in the fourth “engineer” stage. The aim of this study was to provide a basic framework for the use of STEM in higher education. This framework can serve as a reference and assist future researchers in improving teaching quality and improving the effectiveness of instruction.