Analysis the Fourth Graders’ Learning Achievement of the Integrated STEAM Elements into Science and Technology - Take the Unit of Interesting Force as an Example

• Main Authors: CHANG,SHIH-MIN, 張詩敏
• Other Authors: CHOU,CHIN-CHENG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/645466

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === In 2019, Taiwan officially promoted the 12-Year National Basic Education Curricula (also known as the 108-Curriculum Guidelines). Among them, the most important courses in the field of natural sciences are the exploration and implementation of courses, which need to integrate courses in different fields in order to cultivate students’ Abilities to solve problems, respect and accept different opinions from others (National Research Institute, 2015). There are many similar elements meet to the STEAM education, National Basic Education Curricula by the United States, in the 12-Year National Basic Education Curricula. Therefore, this study applies the STEAM as module as the content. “Interesting force” is the content of this study. It mainly applies two different course modules to implement the teaching. The experiment is conducted with quasi-experimental design. The control group is consisted of two classes being implemented by the general course modules. Boys and girls are 43 and 40 people, a total is 83. The experimental group is consisted of other two classes being implemented the STEAM curriculum module. Boys and girls are 44 and 38 people, a total of 82. According to the Analysis of Covariance of the single- factor from “ Interesting force Assessment Pre-measurement Test” and “Interesting force Assessment Post-measurement Test”, the experimental group showed significant differences in learning outcomes (p= .007<.01). Next, this study analyzed an independent sample T-test of mid-term. We found that the learning outcomes of the students in the experimental group also showed significant differences (p=.002<.01). We adopted the Likert scale to design the questionnaire of the STEAM in order to survey the interest of learning. We gathered and analyzed the data of questionnaires, worksheets, and reflections from the experimental group. We also analyzed the data from the teacher’s observation information. The average scores of the questionnaire of the STEAM are 4.0 points, and it means that the students agree and support the STEAM education. The data showed that the STEAM education definitely do increase the students’ interest to learn.