體驗區
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| 篇名 |
STEAM教學融入程式設計課程對幼兒職前教師問題解決創造力之影響
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| 並列篇名 |
Effect of Incorporating STEAM Instruction Into a Programming Course on Problem-Solving Creativity for Preservice Preschool Teachers
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| 作者 |
吳中勤(Chung-Chin Wu)
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| 中文摘要 |
本研究主要目的在於透過STEAM教學融入程式設計課程的實施，讓幼兒職前教師提前接觸STEAM教學與程式設計的內涵，以利未來於幼兒園推行相關教學活動，並進一步檢視STEAM教學歷程對幼兒職前教師問題解決創造力的影響。本研究徵求72位來自兩個不同班級的幼兒職前教師參與，並進行問題解決創造力測驗的前、後測。二因子混合變異數分析結果顯示，整體而言，STEAM教學融入程式設計課程有助於提升幼兒職前教師的問題解決創造力，但考量班級差異後，STEAM教學融入程式設計課程對問題解決創造力各成分（含字詞聯想、成語替換、情境式問題解決、創意圖形、不合理圖形覺察能力）有不同的影響，這些影響分別為：一、對不同班級的幼兒職前教師而言，此課程皆有助於提升其「字詞聯想能力」；二、對於提升幼兒職前教師的「成語替換能力」，沒有明顯的助益；三、此課程對幼兒職前教師「情境式問題解決能力」與「創意圖形能力」的影響，會因為班級而不同；四、班級差異是影響幼兒職前教師「不合理圖形覺察能力」的因素，但STEAM教學融入程式設計課程則否。
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| 英文摘要 |
The main purpose of this study was to expose preservice preschool teachers to STEAM instruction by incorporating such instruction into a programming course for them; the goal was to promote STEAM- and programming-related teaching activities for them to incorporate into future classroom practice. Additionally, we assessed the effect of this instructional process on the problem-solving creativity of preservice preschool teachers. Seventy-two preservice preschool teachers from two classes were participated in this study. A pretest and posttest on problem-solving creativity were conducted. Results from a two-way mixed analysis of variance indicated that, in general, this type of instruction improved the problem-solving creativity (demonstrated through abilities related to word association, idiom replacement, contextual problem-solving, creative graphics, and making sense of ambiguous diagrams) of preservice preschool teachers. However, the effects varied when class differences were considered. The effects were the following: (1) Incorporating STEAM instruction into a programming course improved word-association ability in preservice preschool teachers regardless of class. (2) The tested instruction method did not improve idiom replacement ability. (3) The effects of this instruction method on contextual problem-solving ability and creative figure ability differed between classes. (4) Class but not STEAM instruction influenced the ability to make sense of ambiguous diagrams.
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| 頁次 |
049-076
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| 關鍵詞 |
STEAM教學
、幼兒職前教師
、問題解決創造力
、程式設計
、preschool STEAM instruction
、preservice preschool teachers
、problem-solving creativity
、programming
、TSSCI
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| 卷期 |
13:1
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| 日期 |
202101
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| 刊名 |
數位學習科技期刊
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| 出版單位 |
臺灣數位學習與內容學會
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| DOI |
10.3966/2071260X2021011301003
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