應用機械工程設計程序發展STEM教學模組以培養高中生STEM職涯興趣與關鍵能力之研究

This study implements engineering courses in high schools, and uses the teaching of engineering design steps (procedural knowledge) to explore the application of relevant STEM knowledge (conceptual knowledge) in the process of engineering design. This study cooperated with a high school teacher to implement a EF-STEM curriculum with engineering as the core concept in the technology education classes, using the teaching framework developed to teach, and analyze the students’ engineering attitude and learning performance.The first purpose of this research is to analyze whether Taiwanese high school students will change their attitudes towards engineering after EF-STEM courses. The results of the study show that after the EF-STEM, students’ engineering attitudes have declined significantly. Such results show that EF-STEM has a direct impact on the students’ attitudes, which may be related to the difficulty of EF-STEM. EF-STEM emphasizes engineering design and the application of STEM knowledge, which is very challenging for beginners. Although EF-STEM has a negative impact on students’ engineering attitude, we believe that exploring the engineering attitude of students in EF-STEM will help students understand the nature of engineering. In addition, the EF-STEM course also allows students to learn and understand engineering more thoroughly, allowing high school students to clearly understand the possibilities of their development in the engineering field and clarify their career choices in engineering.The second research purpose of the research is to analyze students' learning performance. The results showed that students in the high-attitude group had significantly higher cognitions of engineering design steps than those in the low-attitude group. However, the STEM knowledge and engineering works of the students in the high-attitude group were not better than those in the low-attitude group. Although the engineering attitude of the high-attitude group decreased, the engineering cognition was higher and had better learning performance; while the engineering attitude of the low-attitude group also declined slightly, and the engineering cognition was lower and had poor learning performance. But the results of the two groups are not as expected. Since the engineering attitudes of the high attitude group and the low attitude group are all quite positive, we can’t reasonably explain why there is no difference in the performance of STEM knowledge and engineering works between the two groups. This study uses implicit theory to analyze the learning performance of the high-attitude group and the low-attitude group. There are still some unexplainable points from this study.