國中生STEM跨領域問題解決能力評量工具之發展與應用研究

Abstract

面對當前STEM教育中日益強調的跨領域能力培養需求，如何有效評估學生在實際問題情境中的跨領域問題解決能力，已成為教育實務與學術研究的重要課題。然而，現有STEM評量方法多侷限於單一領域知識，或者僅偏重於情意面向，尚缺乏一套具理論基礎、結構明確且具可操作性的評量工具。本研究旨在建構一套適用於國中階段之「STEM跨領域問題解決能力評量工具」，並探討其於教學實踐中之應用潛力。本研究所發展之評量工具整合STEM跨領域問題解決能力量表與STEM跨領域問題解決流程圖實作評量，分別從學生的認知自覺與操作歷程兩個面向，蒐集學生在跨領域問題解決中的表現資料。透過多階段設計程序，包括文獻分析、專家訪談、學生放聲思考觀察、預試施測與正式施測，逐步建構具備內容效度與結構效度的評量工具。研究結果顯示，本工具具備良好之建構效度、內部一致性與區別效度，且能有效區別學生在STEM問題解決能力上的表現以及其異質性類型。為國中階段教學設計與能力導向課程提供具體實證支持，具有實務應用與後續研究延伸價值。

In response to the growing emphasis on interdisciplinary competency development in STEM education, effectively assessing students' interdisciplinary problem-solving skills in real-world contexts has become a crucial issue in educational practice and academic research. However, existing STEM assessment methods are often limited to single-domain knowledge or affective dimensions, lacking a theoretically grounded, structurally clear, and operationalizable assessment tool. This study aims to develop a "STEM Interdisciplinary Problem-Solving Skills Assessment Tool" suitable for junior high school students. The tool integratesself-report questionnaires and flowchart drawing tasks, collecting student performance data from two aspects: cognitive awareness and operational processes in interdisciplinary problem-solving. Through a multi-stage design process, including literature analysis, expert interviews, student think-aloud observations, cognitive interviews, pilot testing, and formal testing, we gradually constructed an assessment tool with content and structural validity. The results show that the tool demonstrates good construct validity, internal consistency, and discriminant validity, effectively differentiating heterogeneous types of students' STEM problem-solving abilities. This study provides empirical support for competency-oriented curriculum and teaching design at the junior high school level.