keyboard_backspace
返回卷期清單 (25(2)議題融入的課程與教學 / 2022 / 4)
25(2)議題融入的課程與教學
/
2022 / 4
/
pp. 87 - 128
永續發展教育架構下 STREAM 跨領域教 育之探究
Research on STREAM Interdisciplinary Education Under the Framework of Education for Sustainable Development
545
1848
作者
周坤億 Kun Yi Chou
(國立東華大學自然資源與環境學系教授 Ph.D. Candidate, Institute of Education, National Sun Yat-sen University)
楊淑晴 Shu Ching Yang
(國立中山大學教育研究所暨智慧電子商務研究中心教授 Professor, Institute of Education, National Sun Yat-sen University)
羅藝方 Yi Fang Luo *
(高雄科技大學教務處教學發展中心博士後研究員 Postdoctoral researcher, Center for Teaching and Learning Development, National Kaohsiung University of Science and Technology)
林佳弘 Jia-Hong Lin
(國立中山大學教育研究博士 Ph.D., Institute of Education, National Sun Yat-sen University)
周坤億 Kun Yi Chou
國立東華大學自然資源與環境學系教授 Ph.D. Candidate, Institute of Education, National Sun Yat-sen University
楊淑晴 Shu Ching Yang
國立中山大學教育研究所暨智慧電子商務研究中心教授 Professor, Institute of Education, National Sun Yat-sen University
羅藝方 Yi Fang Luo *
高雄科技大學教務處教學發展中心博士後研究員 Postdoctoral researcher, Center for Teaching and Learning Development, National Kaohsiung University of Science and Technology
林佳弘 Jia-Hong Lin
國立中山大學教育研究博士 Ph.D., Institute of Education, National Sun Yat-sen University
中文摘要

STEM 教育從以科學、科技、工程與數學跨學科教育整合架構,逐漸發展 成納入設計、美學及人文藝術涵養而形成 STEAM 教育,以及爾後納入閱讀寫 作元素,彰顯讀寫能力所形成的 STREAM 教育。從 STEM 到 STEAM 再到 STREAM 顯示了當前教育開始關注藝術與人文社會科學在 STEM 學習中所發 揮的作用。STEM 人才在追求經濟繁榮的過程中,也應思考個人對全球永續發 展應有的社會責任,人文藝術與 STEM 學科相結合被認為有助於提升學生的 參與度、創造力、創新能力、問題解決能力和其他認知優勢,此或許能為 STEM 教育結合永續發展教育帶來了新契機。本文檢視和歸納先前文獻,闡釋 STEM 發展至 STREAM 教育理念和內涵的轉變,闡釋 STREAM 永續教育理念,提出 STREAM 永續發展教育與設計思考的結合模式,並援引一課程主題說明永續發 展教育架構下 STREAM 跨域教育如何實現,及以設計思考作為教學策略為例, 最後提出未來展望。

英文摘要

STEM education, which initiately focused on a cross-field framework in education integrating science, technology, engineering, and mathematics, has gradually developed into STEAM by incorporating design, aesthetics, and humanities and arts, that later developed into STREAM by accommodating R (Reading and/or wRiting) elements further, highlighting the importance of literacy. From the stage of STEM to STEAM, then to STREAM, it shows that current education has begun to pay more attention to the role of art, humanities, and social sciences in the study of STEM. However, during pursuing economic prosperity, STEM gifted students should also consider their personal social responsibility for sustainable global development. Such an integration of humanities and arts into STEM now is believed to help enhance students' participation, creativity, innovation ability, problem-solving ability, and other cognitive advantages. This may bring new opportunities for STEM, combined with sustainable development education. After reviewing the past literature, the researchers elaborate the transformation of educational concepts and connotations from STEM to STREAM, as well as the notion of "STREAM learning to promote SDGs education." A course with a theme-base to illustrate how STREAM cross-domain education could be realized under the framework of sustainable development education is further recommended, followed by using the design thinking as an example of teaching strategy, with possible prospects proposed for the future.

中文關鍵字

STEAM、STREAM、跨領域教育、永續發展目標、永續發展教育

英文關鍵字

STEM, STEAM, STREAM, Cross-field education, Sustainable, Development Goals, Education for Sustainable Development