| 摘要: | 台灣因地處板塊交界，時而發生地震導致災害產生，為了增進學生對於耐震結構的理解，因此本研究設計了一個STEM耐震迷你屋課程活動並且將6E（Engage、Explore、Explain、Engineer、Enrich、Evaluate）教學法融入其中，探討學生活動過程中學生對於耐震結構的理解。課程從房屋結構特性的介紹，讓學生能夠在課堂中知道生活中有哪些耐震結構。6E教學能夠在課堂中引發學生興趣，結合STEM教育讓學生能夠從做中學，不再只是傳統的以教師為主的講授法。
教學設計上結合STEM教育理念，跨足科學（地震原理）、科技（IoT感測）、工程（結構設計）與數學（數據分析）等多元領域，培養學生的整合性解決問題能力。學生在耐震迷你屋製作過程中，需運用合理的耐震結構完成結構設計，並透過同儕討論以及參與耐震測試，不斷優化成果。
此外，本研究導入多項數位科技工具輔助教學與學習歷程表現追蹤，包含使用Tinkercad進行3D結構建模設計、Miro進行概念圖與小組共創，以及ESP32與加速度感測器串接成物聯網平台，使用Node-RED製作即時地震模擬儀表板。學生能以視覺化圖表觀察模型在模擬震動下的反應，並回饋至設計優化過程中，輔助提升其工程設計與資料分析能力。
本研究亦採用前後測、學習單分析、作品差異觀察及滿意度問卷等多元資料來源，進行學習成效評估。結果顯示學生不僅提升了對耐震結構的認識，在實作歷程中展現穩定的觀察與分析能力，除CP值亦配合適當的結構指標，3D建模強化了更多橫向支撐以及混合設計，並能透過平台測試與反思逐步優化為複合式耐震設計，從團隊協作問題轉而耐震結構技術面的挑戰。然而，高層次的批判性反思表現仍有待強化，顯示學生在批判性反思的提出上尚需引導。整體而言，本研究結果支持6E教學法結合STEM課程對提升學生主動探索、實作設計與初步跨域整合能力具有正向效果，並具應用於其他防災教育主題之潛力。
;Taiwan is located at the intersection of tectonic plates, and earthquakes occasionally cause disasters. Therefore, this study designed a STEM seismic mini-house curriculum activity incorporating the 6E instructional model (Engage, Explore, Explain, Engineer, Enrich, Evaluate) to explore students’ understanding of seismic structures during the activity process. The course begins with an introduction to the characteristics of building structures, allowing students to recognize seismic structures commonly found in daily life. The 6E teaching approach stimulates students′ interest in class and, when combined with STEM education, enables students to learn through hands-on experiences, moving away from traditional teacher-centered lectures.
The instructional design integrates STEM educational concepts, requiring students to engage in multiple disciplines such as science (earthquake principles), technology (IoT sensing), engineering (structural design), and mathematics (data analysis), thereby cultivating students’ integrated problem-solving abilities. During the seismic mini-house construction process, students apply appropriate seismic structural designs, engage in peer discussions, participate in seismic testing, and continuously optimize their outcomes.
In addition, this study incorporates various digital tools to support teaching and track learning progress. These include using Tinkercad for 3D structural modeling, Miro for concept mapping and group co-creation, and an IoT platform combining ESP32 and accelerometers. Node-RED is used to build a real-time earthquake simulation dashboard. Through visualized data charts, students can observe their models′ responses under simulated vibrations and integrate this feedback into the design optimization process, enhancing their engineering design and data analysis skills.
Multiple data sources, including pre- and post-tests, learning sheet analyses, product comparisons, and satisfaction surveys, were used to evaluate learning outcomes. The results show that students not only improved their understanding of seismic structures but also demonstrated stable observation and analysis abilities during the hands-on process. The CP value (load-bearing to self-weight ratio) was not the sole indicator, as appropriate structural designs were emphasized. 3D modeling allowed for stronger lateral support and hybrid designs, with iterative testing and reflection leading to more complex seismic designs, shifting the focus from team collaboration challenges to technical aspects of seismic structures. However, higher-level critical reflection still needs to be strengthened, indicating that students require more guidance in developing critical thinking skills. Overall, the results support the positive effects of integrating the 6E instructional model with STEM curricula in enhancing students’ active exploration, practical design, and initial interdisciplinary integration abilities, with potential applicability to other disaster prevention education topics. |
