自造教育及科技中心教師專業發展研習效益之個案研究

Abstract

本研究旨在探討新北市一所科技中心近五年教師專業發展研習之規劃理念、實施現況及其對國中、小教師投入科技領域課程自我效能之影響，並進一步分析量化結果變化背後的主觀因素。研究採用混合方法設計：第一階段透過深度訪談個案自造教育及科技中心組長與研習規劃負責人，歸納核心策略與教師需求；第二階段量化研究樣本數85份，分析研習對教師在實施、設計與推廣三構面之自我效能影響。研究結果發現：個案科技中心研習以「推廣科技教育」、「研習的課程轉化」、「分體驗類與教學類、分層次設計」為核心理念，期許教師回到自身教學現場融入科技課程。第二階段量化分析結果顯示，科技領域教師在自我效能感三構面皆高於非科技領域教師；並且對非科技領域教師而言，參與研習次數無法直接推論自我效能感的高低，主要受研習主題與內容影響「投入科技領域課程」自我效能感。後續補充訪談資料揭示，非科技領域教師因工具操作與技術門檻高而自我效能感較科技領域教師低；而系統化教學脈絡與學生情境模擬可提升教師信心。根據研究結果建議：對科技領域教師之研習規劃應融入新興科技、著重教學經驗與實務案例分享；對非專業授課教師之研習應注重科技教育意涵、專業知識與技術、完整教學脈絡與引導；對議題融入教師之研習應注重STEM跨科、跨領域融入、作品材料取得方便、工具容易上手。

This study explores the planning philosophy, implementation practices, and impact on teacher self-efficacy in technology curriculum integration, based on professional development workshops conducted over five years at a Technology Education Center in New Taipei City. The mixed-methods design is employed in this study, and the first phase involved interviews with the center director and workshop planners to identify core strategies and teacher needs. The second phase collected quantitative data from 85 teachers to examine the improvement of teachers’ self-efficacy across implementation, design, and dissemination. Results showed the workshops emphasized promoting technology education and curriculum transformation. Technology teachers reported higher self-efficacy than non-technology teachers, and content familiarity was more influential than participation frequency for non-technology teachers. Interviews revealed that technical barriers reduced confidence, while structured teaching contexts enhanced it. The study recommends tailoring workshops: for technology teachers, include interdisciplinary content and experience sharing; for non-technology teachers, focus on core concepts and basic skills; and for integrated instruction, emphasize cross-curricular design, accessible materials, and easy-to-use tools.