| 摘要: | 本研究旨在探討將STEAM無人機教學模式融入國小數學課程，對學生數學學習成效、學習動機與問題解決能力的影響。長期以來，臺灣傳統數學教學普遍側重於應試技巧與標準演算訓練，忽略數學與生活經驗的連結，進而造成學生學習動機低落與普遍存在的數學焦慮。為改善此教學困境並提升學生對數學學習的參與度與掌握感，本研究設計一套以STEAM教育理念為核心，融合無人機操作與積木式程式設計的跨領域課程。課程內容涵蓋幾何圖形與面積計算、無人機飛行任務規劃與執行操作，並結合Polya四步驟解題策略，藉此培養學生的邏輯推理與問題解決能力。
本研究採用單一組前後測實驗設計，以北部某國小五年級18位學生為對象，實施為期兩週、共12節課的STEAM教學介入。研究透過自編數學學習成效測驗、Polya解題學習單及修訂版MSLQ學習動機量表進行資料蒐集與分析，比較學生在教學介入前後的表現差異，並探討三項變項之間的相關性。
研究結果顯示，學生在完成STEAM無人機課程後，於數學學習成效與學習動機方面皆有顯著進步，且其數學表現與Polya學習單得分、學習動機得分之間呈現正向相關。本研究不僅提供無人機應用於國小數學課程的實證基礎，也為設計具情境性、探究性與科技整合特質的STEAM課程提供具體參考。建議後續研究可擴大樣本規模，並採納對照組設計，以進一步驗證教學成效，提升研究結果之外部效度與推廣價值。
關鍵詞：STEAM教育、無人機教學、數學學習成效、學習動機、Polya解題策略
;This study aims to investigate the effects of integrating a STEAM-based drone teaching model into elementary mathematics instruction on students′ learning achievement, motivation, and problem-solving ability. Traditional mathematics education in Taiwan has long emphasized test-taking strategies and procedural calculation, often neglecting the connection between mathematics and real-life experiences. This has led to low learning motivation and widespread math anxiety among students. To address these issues and enhance students′ engagement and sense of mastery in mathematics, this study designed a cross-disciplinary curriculum grounded in STEAM principles, incorporating drone operation and block-based programming. The curriculum includes content on geometric shapes, area calculation, and drone flight planning and execution, while also integrating Polya’s four-step problem-solving strategy to strengthen students′ logical reasoning and strategic thinking.
A single-group pretest-posttest design was employed, involving 18 fifth-grade students from an elementary school in northern Taiwan. The two-week intervention consisted of 12 sessions. Data were collected using a researcher-developed mathematics achievement test, a Polya problem-solving worksheet, and a revised version of the Motivated Strategies for Learning Questionnaire (MSLQ). The study examined changes in students’ performance before and after the intervention, and analyzed correlations among learning achievement, motivation, and problem-solving performance.
The results revealed that students showed significant improvements in both mathematical achievement and learning motivation following the STEAM drone-based instruction. Furthermore, positive correlations were found among their mathematics performance, Polya worksheet scores, and motivation levels. These findings provide empirical support for applying drone technology in elementary mathematics education and offer practical insights for developing contextual, inquiry-based, and technology-integrated STEAM curricula. Future research is recommended to expand the sample size and include a control group design to enhance the generalizability and applicability of the findings.
Keywords: STEAM education, drone-based instruction, mathematics achievement, learning motivation, Polya’s problem-solving strategy |
