不同教育程度的學生在數位加工STEM工程設計課程表現之比較性研究

This project was carried out over two years, with the research goal of exploring the framework for integrating engineering design education across different learning stages in the STEM field. Year 1: (1) Developed a rubber band-powered car engineering design course and promoted it to 184 in-service school teachers (about 9.2% of all formal junior and senior high school technology teachers) as part of their professional development courses. (2) Using Importance-Performance Analysis (IPA) to analyze their views on the "Digital Fabrication STEM Engineering Design Course" and the results showed that they had a positive view of the related courses, believed the courses could enhance students' STEM knowledge and skills, were willing to participate in related professional development, and thought administrative and financial support was critical to the successful promotion of these courses. (3) An Automata course was used to compare the creative self-efficacy of second-year high school students and fourth-year engineering college students. Lag Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) was used to compare the reflective behavior in engineering design among second-year high school students, first-year engineering college students, and fourth-year engineering college students. The Creative Product Analysis Matrix results showed that fourth-year students significantly outperformed second-year high school students in form, materials, structure, consistency, and attractiveness; most aspects of creative self-efficacy showed no significant differences; in reflective behavior in engineering design, a progressive bridging effect was observed. Year 2: (1) Developed a remote-controlled transport device course. (2) This course was used to compare the differences in creativity and reflective behavior in engineering design between first-year college students and second-year high school students. The results showed that first-year college students significantly outperformed second-year high school students in innovativeness, solution, fabrication, and integration. However, regarding reflective behavior in engineering design, LSA revealed that the hands-on emphasis in the course led to significant improvements in skill performance but not in reflective behavior. Subsequent Promotion: The remote-controlled transport device course developed above was adapted as a topic for the junior high school technology competition, covering all 22 counties and cities nationwide involving 419 schools, 656 teams, and approximately 1968 students, promoting the bridging and rooting of engineering design knowledge across different learning stages.