為探究STEAM教育運用博物館資源是否能夠強化藝術人文之精神，提升美感知覺及博物館參觀素養，國立故宮博物院與新北市金山高中合作，以故宮院藏文物為素材，設計STEAM主題巡迴課程。另參考英國博物館及藝廊研究中心（Research Centre for Museums and Galleries, RCMG）所發展的通用學習成果（GLOs）架構設計問卷，以瞭解學生參與巡迴課程學生之學習成果。研究結果顯示，學生在學習成果皆有正面效益，其中以「愉悅感、啟發或創造力」之平均得分最高，此外，學習成果在性別及學習年段呈現顯著差異，女性學習成果高於男性，而國中年段學生學習成果高於小學年段學生。最後，建議未來在研究上可透過深度訪談，進一步探討性別與學習年段參與文物賞析融入STEAM課程之態度與涉入程度，而在課程設計上，可納入實際參觀博物館，進一步強化學生進入博物館參觀學習之體驗與成果。

To investigate whether the incorporation of museum resources enhances the artistic and humanistic aspects within STEAM education, the National Palace Museum (NPM) partnered with New Taipei Municipal Jin-shan High School to develop STEAM courses using items from the museum’s collection (NTPC Maker Courses). To assess the students’ learning outcomes, this study designed a questionnaire based on the Generic Learning Outcomes (GLOs) framework, developed by the Research Centre for Museums and Galleries in the UK. The research findings indicate that students experienced positive benefits in their learning outcomes, with the highest average scores in enjoyment, inspiration and creativity. In addition, the GLOs showed significant differences in gender and grade, with females learning more than males, and junior high school students learning more than elementary school students. Finally, future studies could include in-depth interviews to explore attitudes and levels of involvement in heritage appreciation in STEAM curriculum, differentiated by gender. Additionally, actual museum visits could be incorporated into the curriculum design to further enhance students’ learning experiences and outcomes.

STEAM教育; 博物館教育; 通用學習成果; 巡迴課程

STEAM Education, Museum Education, Glos, Mobile Courses