中文摘要
本研究主要目的是為了解國中STEAM教學提升科學學習效益之實徵性研究，研究分二部份，第一部分為自主學習策略融入數位科技課程設計模式對國中生之學習成效；第二部分則探討科技融入STEAM學校課程設計模式對國中學生之學習成效。
第一部分自主學習策略融入數位科技課程設計模式對國中生之學習成效，本研究的研究對象是新竹縣立某所國中的九年級五個班共131位學生，本研究於浮力的教學單元中採自主學習策略融入數位科技媒材模式，探討現場示範教學模式與自主學習策略融入數位科技學習模式，對浮力的科學概念、情意與技能方面的影響。經研究後發現，學生在教學目標上的主要改變有：一、學生自主學習的組別，在認知測驗都能有效提升學習成效的；二、數位科技輔助教學是有機會提升學生在自然與生活科技領域課程自主學習的學習成效。但學生的科學學習動機的改變，真的不易僅靠數位科技媒體教學輔助就能造成差異，學生的情意能力未具明顯差異；三、學生在技能測驗的影片題測驗分析，發現五組學生的測驗表現都是呈現進步，除SLI學生無顯著差異外，其他四組都達統計上的顯著差異。歸納上述成果，我們可得知藉由自主學習策略融入數位科技的教學模式，在融入數位科技的特性後，能夠有良好的學習成效，能協助學生進行浮力的科學概念建構學習及提升實驗操作能力。
第二部分探討科技融入STEAM學校課程設計模式對國中學生之學習成效，參與本研究的個案班學生為某國中八年級學生，共五十二人。為了解學生在認知、技能及態度三方面的學習成效，本研究藉收集多元的量化與質性資料來檢視其學習成效，量化資料包含與教學主題相符的學習成效評量前後測驗卷(聲音單元學習成就測驗、聲音單元二階層概念測驗、教師與同儕支持量表、科學教室環境量表、科學學習動機量表及科學探究能力量表)等及質性資料如同儕回饋單、教學活動影片等。綜合量化資料及質性資料的歸納分析後，研究發現，學生在經由聲音單元為教學主題的科技融入清華STEAM學校課程設計模式教學後，因DDMT教學模式可以提供鷹架協助教師發展素養導向與跨領域STEM/STEAM教學活動，故學生在教學目標上的主要改變有：一、教學核心概念之科學知識學習及科學技能的表現等面向的學習成效皆有顯著提升；二、學生的情意態度的培養具有正向助益；三、學生在跨域整合及運算思維能力明顯提升。顯示採「DDMT」教學模式的活動課程，對國中生是具有教學正向效益的。因「清華STEAM學校」的核心理念，設計發展出的課程學習內涵，是以人為本、跨域團隊合作、做中學習、同理心、快速原型製作與修正等的教育目標，正好符應12年國教「自動好」的自主、互動、共好精神，更讓學習者能因而俱備21世紀人才必備的素養與關鍵能力。

ABSTRACT
The main purpose of this study is to understand the empirical research on improving the effectiveness of scientific learning by STEAM teaching in the middle school. The research is divided into two parts. The first part is to explore the influences of the integration of the self-regulated learning trategies into the digital technology curriculum design model on learning from the middle school students’ learning effects.; The second part is to explore the influences of the integration of digital Technology into STEAM school curriculum design model on the learning effectiveness of middle school students.
The first part is the learning effect of the integration of independent learning strategies into the digital technology curriculum design model for middle school students. The object of this study is a total of 131 students in five classes of the ninth grade of a junior high school in Hsinchu County. This research adopts independent learning strategies in the buoyancy teaching unit to integrate digital technology media mode. It mainly discusses the impact of the on-site demonstration teaching mode and autonomous learning strategy into the digital technology learning mode on the scientific concept, affection and skills of buoyancy. After research, it is found that the main changes in students’ teaching goals are as follows: 1. The self-learning group of students can effectively improve the learning effectiveness in cognitive tests; 2. Digital technology-assisted teaching has the opportunity to enhance students in nature and life The learning effectiveness of autonomous learning in science and technology courses. However, it is not easy to change students’ scientific learning motivations. It is really not easy to rely on digital technology media teaching aids to make differences. There is no obvious difference in students’ affective abilities. Third, students’ analysis of film questions in skill tests reveals that five groups of students’ Test performance showed improvement. Except for SLI students, there was no significant difference. The other four groups all reached statistically significant differences. Summarizing the above results, we can know that by integrating the self-learning strategy into the teaching mode of digital technology, after integrating the characteristics of digital technology, it can have good learning results, and can assist students in buoyant scientific concept construction learning and improve experimental operation ability .
The purpose of this study is to understand the effectiveness of the implementation of the “TsingHua STEAM School” curriculum development model in a junior high school in Hsinchu County. The courses of “Tsing Hua STEAM School” are developed according to the DDMT teaching model, which includes four steps: discover, define, model & modelling, and transfer. The DDMT teaching model provides a scaffold for teachers to develop their competency-based and interdisciplinary STEM/STEAM teaching activities. The findings show that the effectiveness of DDMT teaching model is (1) Students with different levels of learning interests show improvement in their learning motivation. Students with low-level learning interest have significant improvement on their learning motivation. (2) Students also show improvement on their competences on computational thinking, interdisciplinary integration and communication skills.

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