幼兒繪本實現STEAM教育之探究
任婉毓
摘要
STEAM是科學（Science）、科技（Technology）、工程（Engineering）、藝術（Arts）和數學（Mathematics）的英文首字母縮寫，受到國際矚目的一種教育理念。目前STEAM教育已經開始融入於台灣的幼兒園課程，漸成為課程研究的趨勢。繪本則是幼兒學習的啟蒙老師和獲得經驗的一個非常實用與有益的教材教法，是幼兒園必備和重視的文本。因此，本研究旨在探討和分析兩位資深老師透過幼兒繪本結合STEAM動手設計與實作的教學程序，進行製作「收銀機」主題之活動。以質性研究觀察兩位老師在繪本實現STEAM教育之教學實況，並訪談老師之教學觀點以及對幼兒學習態度的看法和發現。
研究結果發現幼兒繪本實現STEAM教育，老師是STEAM教育的重要主軸，她們運用繪本策略帶入團討活動並在學習區提供具備觀察、探索、實驗（科學）和計算、測量、分類（數學）等概念的素材與工具（科技），讓幼兒從繪畫、溝通、創新思考（藝術）以及動手設計和實作過程中完成作品（工程），從中獲得科學（S）、科技（T）、工程（E）、藝術（A）和數學（M）等跨領域統整學習的經驗，培養幼兒STEAM之素養，另外，幼兒透過繪本以及老師的引導和提問，積極參與活動的討論，主動發表想法和意見，並主動進入學習區，把「收銀機」重新改良和再製作，甚至在無意識中形成主動合作製作「收銀機」的關係，確實表現了幼兒積極主動性學習的態度。
幼兒繪本實現STEAM教育不僅讓幼兒在實作活動中獲得科學和數學等概念，運用科技和藝術完成工程，還提升幼兒語文的理解和表達能力，以及合作和主動性學習的態度。最後，研究者根據研究的結果和發現提出建議，以提供幼兒園、幼兒教育工作者以及未來研究者之啟發和參考。

Implementing STEAM education through
the use of picture books

Yeng Woon Yee
Abstract

STEAM stands for Science (S), Technology (T), Engineering (E), Arts (A) and Mathematics (M) and STEAM is currently an educational approach that has gained recognition internationally. STEAM education has begun to be integrated in preschools in Taiwan and has become a trend in educational research. Picture books are a child’s first teacher and such books are valuable and beneficial tools for a child to gain experience and therefore preschools must recognize their needs for such picture books. This study seeks to research and analyze the educational process by which two experienced teachers combine picture books with STEAM activities based on the theme of “cash registers”. A qualitative research was carried out to observe the teaching processes of these two teachers using picture books to implement STEAM education, and the teachers were interviewed to find out their thoughts and observations of the children’s responses during these lessons.
Studies have shown that when picture books are used for STEAM education, the teachers are the most important figure as they have to use picture books in strategic ways to implement activities as well as to provide opportunities for observation, exploration, experimentation (Science) and calculation, measurement, classification (Mathematics) and other concepts by placing materials and tools (Technology) at learning corners, in order to allow children to draw, communicate, innovate (Arts), design and build (Engineering), and in the process to get involved in learning across the different areas of Science (S), Technology (T), Engineering (E), Arts (A) and Mathematics (M) and to get children to be cultivated in STEAM education. In addition, through the use of picture books and the teachers’ facilitation and questioning, children get to participate during the activities’ discussions to express their ideas and opinions, which lead them to the learning corner, to reinvent the “cash register”, and in the process, the children may subconsciously learn to work together as a team, which shows how children are inherently active learners.
Picture books show that STEAM education not only allow children to gain scientific and mathematical concepts during hands-on activities, but it also uses technology and arts to let children complete a project while increasing the children’s language abilities and building a cooperative mindset and positive attitude towards learning. Lastly, this study aims to provide suggestions based on the research findings, which can serve as references for preschools who are interested in STEAM education, early childhood educators or future research.

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