| Summary: | 碩士 === 東海大學 === 餐旅管理學系 === 104 === This study aimed to investigate students’ learning efficiency of C-STEM (Creative, Science, Technology, Engineering, and Mathematics) creative teaching, as well as the process of teachers' professional growth and reflection. This study adopted action research, arranging a project of C-STEM Western Culinary Creative Teaching suitable for participants during ten weeks (four times per week). Involved in this study are 39 senior students majoring in food and beverage from a private vocational high school in Chiayi.
Important data of quantitative statistics are done primarily through the
Kitchen skill creativity development scale, student’s learning efficiency
Of C-STEM creative teaching scale and creativity product evaluation form while qualitative analyses are collected through the teaching diaries, handbook for practical Western Culinary and worksheet.
Finally, the author carried out the self-reflection and professional growth exploration. It is hoped that the results of this study will shed light on the suggestion and implication of the C-STEM Western Culinary Creative Teaching on the Western Culinary courses and related research.
The conclusions are as follows according to the quantification statistics and qualitative analysis to assist the subjects to upgrade the stages of ''open-minded","brewingandcconversion","preparation","embodiment","idea evaluation", and “discovery idea". Also assists the subjects to improve their creative performance and reading in the Western Culinary courses. The final reason is that C-STEM Western Culinary Creative Teaching contributes to more positive attitudes, better responses, self-confidence, sense of achievement, and learning interests from subjects. As well as through the process of self-reflection and professional growth, the authors are more confident by adopting C-STEM Western Culinary Creative Teaching.
Key Words：C-STEM,Curriculum Integration,Learning Achievement
|
|---|
