以STEAM機器人跨領域統整課程提升中小學生二十一世紀關鍵能力 (科學教育培龍計畫)

This project aims to develop robotics STEAM curriculum in order to enhance middle and elementary schools’ 21st century competencies. There are three parts in this project: interdisciplinary teacher training, curriculum development, and evaluation tools development. During the first year, this project hosted five teacher training workshops in north, middle, south, and east Taiwan. A total of 321 in-service teachers registered for the workshops and 192 were drawn for entering the workshops. After the workshops, 21 school curriculum proposals were selected for experiments and signed the MOU for curriculum development cooperation. A total of 17 schools finally put the curriculum plans into practice, which is far beyond the goal for this project. Finally, there are 30 curriculum plans been experiments, in which 10 schools have entered the 2nd round cooperation and one school has entered into the 3rd round cooperation. We have hosted four poster conferences for all experimental schools and teachers to share their curriculum development. Through the collaborations with selected key teachers, all of the curriculum outcomes have been revised and collected to be published hopefully in the coming year. As for the research aspect, we have collected data from students and teachers in each round of the curriculum experiment using the tools or scales developed in this project. Comprehensive and in-depth data analyses have been performed using many approaches. The results showed that significantly positive effects existed mostly in the second round of the curriculum implementation, in terms of subject learning motivation, STEAM self-efficacy, robotics learning self-efficacy, computer programming self-efficacy, computational thinking, design thinking, and 5C competencies. In addition, several assessment tools for both students and teachers have been developed and continuously published, which provide researchers for future studies. A framework of TPACK-Robotics has been defined to assess and develop teachers’ proficiency in integrating robotics into teaching. Finally, we have proposed and validated the Developmental Model of Computational Thinking, which provides suggestions and guidelines for the instructional sequences to develop students’ computational thinking skills. All of the above can contribute to curriculum and instructional designs for K-16 computer literacy education.