STEM科際整合工程數學教學

Abstract

本計畫希望能以STEM科際整合之教學模式，涵蓋科學、科技、工程及數學（Science, Technology, Engineering, Mathematics），並結合問題導向學習方式(Problem-Based Learning, PBL)，從欲解決之物理與機械問題切入，實施於普遍被認為十分艱澀卻又是工程科系必修的工程數學，讓學生透過實際應用工程數學理論於真實之工程問題解決，更能掌握工程數學之概念與應用，並引發其學習動機，克服學習數學的恐懼。我們亦透過適當設計之統計分析與問卷，評估此計畫實施之學習成效，以作為後續教學改進之依據。本計畫完成STEM科際整合之工程數學教學模式之設計與發展、發展之STEM科際整合教學對學生學習工程數學理論與應用之效益探討，以及所發展之STEM科際整合教學對學生工程數學學習動機與興趣之影響研究。 透過本計畫執行之教學成果與學生反饋，可以了解，學生在工程數學學習上，有充分的STEM學習動機，且學生認為這樣的教學法可以幫助其學習數學。在本計畫中學生亦有很好的PBL學習感受，並且認為這樣的學習可以提升學生學習興趣。綜上所述，學生對於STEM科際整合教學與PBL問題導向之學習法應用於工程數學學習，都感覺可以幫助其了解工程數學之學習目的與應用場域，進而增進學習興趣與成就，達成本計畫預計之目標。本計畫之成果亦能延伸應用於其他工程科系學科之教學。 This study aims to apply integrated STEM teaching, incorporating science, technology, engineering, and mathematics, to the field of Engineering Mathematics. Problem-Based Learning (PBL) is also utilized in the teaching approach. Engineering mathematics is commonly perceived as a challenging subject, yet it holds significance in the study of engineering mechanics and electronics in the Department of Mechanical Engineering. Students often experience frustration with mathematics during their high school years and subsequently lose interest in the subject when they reach university. In this study, we encourage students to engage in team discussions to address physical and mechanical problems they wish to solve, and subsequently establish mathematical models. The design and development of an interdisciplinary STEM teaching method for engineering mathematics have been completed through the use of carefully designed problems and instructional videos created by the teacher. The study investigates the benefits of this innovative teaching method on the education of engineering mathematics theory and its practical application, as well as the impact on student motivation and interest in mathematics learning. Based on the instructional outcomes and student feedback obtained through this project, it is evident that students exhibit strong motivation for STEM learning in the field of engineering mathematics. The results indicate that students believe this teaching method can help their understanding of engineering mathematics. Additionally, students have a positive perception of Problem-Based Learning (PBL) and consider it beneficial in enhancing their interest in learning. In conclusion, students perceive that the integration of interdisciplinary STEM teaching and PBL methods applied to the study of engineering mathematics can help them understand the learning objectives and application domains of engineering mathematics. This approach can enhance their interest, academic performance, and achievement of learning goals. The findings of this project can also be applied to the instruction of other engineering disciplines.