本研究旨在探討以工程設計歷程融入STEM科學課程，對國中生STEM學習成效的影響。研究樣本為23位7-9年級的國中學生，參與暑期一周（共35小時）的STEM營隊活動。研究採質量合併方法，在課程進行前、後實施國中生「STEM學習成效問卷（STEM-LEQ）」問卷，並蒐集「教師上課觀察記錄」、「各單元學習單」、「學生心得回饋單」與「課程感想回饋訪談」等資料，經過編碼、三角校正提升研究信效度。問卷前後測進行相依樣本t檢定之統計分析，研究顯示學生在STEM「知識理解、操作技能、自我效能、參與興趣、問題解決、團隊合作、創造思考及溝通技能」等八個向度皆有顯著成長；且質性資料顯示：學生不但自我覺知在問卷中的多元STEM能力有所成長，且參與STEM活動的興趣也大幅提升；同時其反思能力、畫設計圖的能力也都提升、且更懂得與組員溝通互動的技巧等，本研究質性資料呼應量化結果，由此驗證以工程設計融入STEM科學課程是值得推動的教學模式。

This study aims to explore the impact of integrating the engineering design process into a STEM science curriculum on the STEM learning outcomes of junior high school students. The study sample consists of 23 junior high school students in grades 7-9 who participated in a one-week (35 hours) STEM workshop during the summer. The study adopts a mixed-methods approach. Before and after the course, the researchers administered the “STEM Learning Outcomes Questionnaire (STEM-LOQ)” to the junior high school students. Additionally, data were collected through “teacher classroom observation records,” “unit learning sheets,” “student feedback forms,” and “course reflection interviews.” The data were coded, and triangulation was employed to enhance the reliability and validity of the study. Dependent sample t-tests were conducted for pre- and post-questionnaire analysis. The results indicate significant growth in students across eight dimensions, including STEM cognitive understanding, operational skills, self-efficacy, interest and engagement, problem-solving, teamwork, creative thinking, and communication skills. The qualitative data not only support the quantitative findings but also highlight important learning outcomes such as students’ reflective abilities, drawing and design skills, and interpersonal relationships.

質性資料收集; 工程設計歷程; STEM科學課程; STEM學習成效; EiE教學模式

Qualitative Data Collection, Engineering Design Process, STEM Science Curriculum, STEM Learning Outcomes, Eie Teaching Model