STEM是二十一世紀重要的教育目標。STEM的主要目的在讓學生應用跨領域的知識來解決問題，以促進其高層次思考。然而，在這樣需要高自主的學習活動中，學生可能因缺乏自律能力，而無法有效地進行學習目標及過程的自我管理，亦可能無法應用有效的學習策略來進行學習及解決問題。因此，本研究提出基於自律機制的STEM專題學習模式，透過幫助學生規劃與分析個人的學習進度，以有效地進行STEM專題任務。為了評估所提出方法的有效性，本研究在小學STEM課程採用了準實驗設計；實驗組採用基於自律機制的STEM專題學習模式，而控制組則採用一般的STEM專題模式學習。本研究使用準實驗研究進行分析，測量學生的專題實作學習成就、自律表現、運算思維傾向、問題解決傾向及學習動機。由實驗結果發現，透過基於自律機制的STEM專題學習模式，相較於一般的STEM專題學習模式，更能夠提高學生的學習動機及STEM專題學習成就。另外，在自律能力、運算思維傾向、問題解決傾向方面，兩組則沒有顯著的差異。針對這樣的實驗結果，本研究也進行討論，並提出了未來在教學及研究方面的建議。

STEM is an important educational goal for the 21st century. The primary goal of STEM is to enable students to apply cross-disciplinary knowledge to solve problems to promote higher-order thinking. However, in such a highly self-directed learning activity, students may not be able to effectively manage their learning goals and processes, and may not be able to apply effective learning strategies to learn and solve problems due to a lack of self-regulation. Therefore, this study aims to incorporate self-regulated learning into STEM projects to help students plan and analyze their learning progress of the projects. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school STEM course. The experimental group students learned with the self-regulated learning-based STEM approach, while the control group students learned with conventional STEM approach. The students’ learning achievement, self-regulation, computational thinking tendency, problem-solving tendency, and motivation were measured. The experimental results showed that incorporating self-regulated learning into STEM projects improved students' learning motivation learning achievement compared to the conventional STEM approach. In addition, there was no significant difference between the two groups in terms of self-regulation, computational thinking tendency, and problem-solving tendency. The results of this study were discussed and proposed recommendations for future teaching and research.

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