5E教學模式融入幼兒園積木區STEAM教育之探究

A Study on the Integration of the 5E Instructional Model Into STEAM Education in the Preschool Block Area

本研究旨在探討5E教學模式融入幼兒園積木區STEAM教育的幼兒學習成效與教師專業成長，並以KAPLA積木搭建軌道為例。本研究採行動研究法，由研究者擔任教學者，邀請指導教授與幼教師擔任協同行動研究者，研究參與者為中大班幼兒。資料蒐集包含：KAPLA積木區觀察紀錄、作品紀錄、STEAM學習評量表、教學週誌與省思、課程討論紀錄。研究發現：（一）幼兒能透過KAPLA積木搭建軌道，展現STEAM各領域能力，其表現也與學習態度有關。（二）透過行動研究，研究者的教學思維與教學態度有所轉變與成長。本研究可作為未來教師實踐幼兒STEAM教學與相關研究之參考依據。

This study aims to explore the effectiveness of young children's learning and teacher professional development through the integration of the 5E instructional model into STEAM education in the preschool block area, using track construction with KAPLA blocks as an example. Adopting an action research approach, the researcher served as the instructor and invited the advisor and the preschool teacher to be collaborative action researchers. The participants were preschool children in the middle and senior class. Data collection included observation records of the KAPLA block area, work records, STEAM learning assessment forms, teaching journals and reflections, and curricular discussion records. The findings are as follows. (1) The young children demonstrated their abilities across various STEAM domains by constructing tracks with KAPLA blocks. Their performances were also related to their learning attitudes. (2) Through action research, there was a noticeable transformation and growth in the researcher's pedagogical thinking and teaching attitude. This study provides a reference for future early childhood STEAM instruction and related research.