The Impacts of Scaffolding of STEAM Robotic Curriculum on Student’ 5C Abilities and Robotic Learning Self-efficacy

• Main Authors: Chia-Hao Chao, 趙嘉浩
• Other Authors: Meng-Jung Tsai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/65639855783987060380

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === The STEAM robotic curriculum is a potential approach to enhance the 5C competencies (Critical Thinking, Complex Problem Solving, Effective Communication, Collaboration and Building, and Creativity and Innovation) of our citizen of the 21st century; however, empirical studies were very limited in prior literature. This study aims to examine the impacts of different curriculum scaffoldings on students’ 5C competencies, robotic learning achievements and self-efficacies. Samples of this study were 63 high school students intacted in two classes in a high school at Taipei. A robotic curriculum was implemented for 15 weeks. One of the classes was taught with a higher scaffolding materials, while the other was taught with a lower scaffolding materials. The instruments used in this study include "5C Abilities Self-assessment Scale" and "Robotic Learning Self-efficacy Scale". After the curriculum, some students were selected for an interview. The results indicated that the lower scaffoldings had positive impacts on students’ 5C competencies in collaboration skills, creative thinking skills and communication skills as well as their robotic learning self-efficacies in terms of conceptual understanding and higher level cognitive skills. This study was a pilot study of the robotic education, and the findings of this study can provide suggestions for both future studies and teaching practices.