| Summary: | 碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 102 === The promotion of STEM (Science, Technology, Engineering, Mathematics) education is the current trend in education. How to strengthen and integrate the knowledge of students by STEM performance courses is also an important issue currently. The study is based on the theory of planned behavior by Ajzen (1985), and is to discuss the knowledge integrated behaviors of pre-service teachers in STEM Performance Courses along with its effective factor. The study takes the questionnaire inquisition, and the objects of the study are those pre-service teachers now studying science and life technology area in a well-known college for training teachers. Altogether, there are 83 effective questionnaires collected. The documents collected are processed with one-way analysis, pearson’s correlation, linear structural equation, pathway analysis method. The results show that: (1) STEM performance courses are led by individual areas which students are good at. It will be easier to evoke students’ knowledge integrated behaviors. (2)With expectations and support from teachers and students, it helps students integrate knowledge in STEM performance courses. (3) STEM performance courses effectively help students learn how to develop knowledge integration of related fields. (4)The key of knowledge integration in STEM performance courses is the support from others and self confidence. (5) Knowledge integration in STEM performance courses is suitable for male and female. (6) STEM performance courses should be carried out in different stage of learning. (7) It is more appropriate for teachers of areas related with STEM performance courses to undertake the teaching of STEM performance courses. It is suggested that teachers should give students more support, and cultivate their self-confidence when undertaking the teaching of STEM performance courses. In this way,it is going to promote students' knowledge integration behavior during their learning process.
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