STEM跨領域教學合作設計模式與有效失敗經驗設計之研究

A Study on the Development of a STEM Interdisciplinary Cooperative Teaching Design Model and the Design of Productive Failure Experiences

許多從事科學、科技、工程與數學整合教育研究的學者著重在研提科學－科技－工程－數學課程設計模式，但在中小學的教學現場中，仍有許多教師不清楚應該要如何進行跨領域教學合作，以及如何安排適切的學習經驗以引導學生學習。本研究主要採用專家訪談以及個案研究等方法，藉此研提科學－科技－工程－數學跨領域教學合作設計模式，並提供失敗經驗的設計個案以供中小學教學現場教師參考。透過本研究的分析與探討，主要獲致的結論如下：一、科學－科技－工程－數學跨領域教學合作設計模式主要包含創建合作團隊、確認核心價值、設計學習情境、規劃實踐活動、深化學習經驗以及落實評量反饋等六個步驟，本研究亦提出各個步驟的核心任務以供中小學教師設計科學－科技－工程－數學跨領域教學參考；二、為了協助中小學教師培養學生在真實學習情境中應用科學、科技、工程與數學知能解決問題的能力，本研究以氣球車活動為例，介紹如何透過失敗經驗的安排，協助學生反思與深化科學－科技－工程－數學知能。

Although plenty of scholars who engage in integrated Science, Technology, Engineering, & Mathematics (STEM) education research follow the development of STEM curriculum design models, many primary and secondary school teachers still have difficulties in implementing STEM interdisciplinary cooperative teaching, as well as arranging appropriate learning guidance. This research employs experts' in-depth interview and case study methods to examine and develop a STEM interdisciplinary cooperative teaching design model, and to provide primary and secondary school teachers instances of design of failure experiences for the purpose of developing students' integrative STEM competency. A six step STEM interdisciplinary cooperative teaching model is derived from the interviews with STEM experts, including establishing collaborative teams, affirming core values, designing learning contexts, planning practical activities, deepening learning experience, and conducting integrative STEM learning evaluation. The main missions of each step were also proposed in the research for primary and secondary teachers' reference. In addition, the current research explains how experiencing failures can bring benefits to students' STEM competencies and problem-solving skills in an actual learning setting, and how primary and secondary school teachers can prepare such instructions, through the example of making a balloon car.