教育學報



設計STEAM課程的協同教學──以「感控式綠建築」為例

2019.第47卷第1期(Vol. 47 No. 1).pp. 113–133
 

設計STEAM課程的協同教學──以「感控式綠建築」為例

Designing a Collaborative Teaching of the STEAM Course: The Case of “Green Building With Sensor-controls”

盧秀琴、洪榮昭、陳芬芳(Chow-Chin LU, Jon-Chao HONG, & Fen-Fang CHEN)

摘要

跨領域STEAM課程的協同教學能培養國小學生「探究與實作」的能力;這是全球的教育趨勢,亦是台灣十二年國教的教學重點。本研究採個案研究法,以國小六年級一班共26位學生為研究對象。三位協同教師設計STEAM課程和教學,指導學生執行「感控式綠建築」的專題研究,內容包含:繪畫設計圖、編寫Arduino程式以操縱感控式設備、組裝綠建築。本研究以STEAM教學過程卡、「感控式綠建築」作品、半結構式晤談、教學省思札記等資料進行詮釋分析。研究結果如下:(1)三位教師協同教學STEAM課程,能協助各組學生建構「感控式綠建築」,符合日常節能標準,並達到美觀和實用的效果;(2)各組學生在建構「感控式綠建築」的歷程中,學會STEAM跨科跨領域的技能,以及溝通協調、合作學習的態度。

關鍵詞:STEAM課程;協同教學;專題研究;感控式綠建築

Abstract

Collaborative teaching of cross-field STEAM course can develop primary students’ ability to “explore and implement.” It is both the global education trend and the target of Taiwan’s 12-year compulsory education. This study adopted a case study in a sixth-grade class of an elementary school with 26 students as research subjects. Three collaborative teachers designed STEAM courses and guided students to construct “green building with sensor-controls,” including drawing design diagram, writing Arduino programs to manipulate sensory devices, and assembling green building with sensor-controls. The data collected included STEAM teaching process card, works of green building with sensor-controls, semi-structured interviews and teaching notes. Results found that: (a) the collaborative teaching of STEAM courses to help each group of students construct the green building with sensor-controls met the daily energy-saving standards and achieved beautiful and practical effects; (b) in the course of constructing the green building with sensor-controls, each group of students learned the cross-field skills of STEAM and ways of communication and coordination, as well as cooperative learning attitude.

Keywords: STEAM course; collaborative teaching; subject study; green building with sensor-controls