本研究的目的是探討專題式STREAM（科學、技術、宗教、工程、藝術和數學）方法在提升學生學習成就、21世紀能力和運算思維於科學課程中的應用。為了應對STEM教育在解決全球問題中所遇到的若干挑戰，本研究採用了準實驗設計，涉及79名參與者，分為三組：基於專案的 STEM 方法、基於專案的 STEAM 方法和基於專案的 STREAM 方法。實驗結果顯示，採用STREAM和STEAM方法學習的學生在學習成就、複雜問題解決和創造力方面的表現明顯優於採用STEM方法學習的學生。採用STREAM方法學習的學生在後設認知和溝通能力方面的表現優於採用STEAM和STEM方法學習的學生。然而，在合作方面，採用STREAM、STEAM和STEM方法學習的學生之間沒有顯著差異。採用STREAM和STEM方法學習的學生在運算思維方面的表現明顯優於採用STEAM方法學習的學生。此外，融入宗教元素培養了學生對同儕和環境的高度關懷，以及對不同意見的尊重和認識。這些研究結果可以為教師、講師和研究人員在開發STREAM課程時提供寶貴的參考和建議。

The purpose of this study was to investigate the project-based STREAM (Science, Technology, Religion, Engineering, Art, and Mathematics) approach in improving students' learning achievement, 21st-century competencies, and computational thinking in science courses. To respond to several challenges encountered by STEM education in addressing global issues. In this study, a quasi-experimental design was employed, involving 79 participants distributed across three groups: project-based STEM approach, project-based STEAM approach, and project-based STREAM approach. The experimental result showed that students who learned with the STREAM and STEAM approaches performed significantly better in learning achievement, complex problem-solving, and creativity than those who learned with the STEM approach. Students who learned with the STREAM approach had higher meta-cognition and communication than those who learned with the STEAM and STEM approaches. However, there was no significant difference between students who learned with STREAM, STEAM, and STEM approaches in the collaboration aspect. Students who learned with the STREAM and STEM approaches had significantly better computational thinking than those who learned with the STEAM approach. Additionally, the integration of religion aspect cultivates a heightened sense of care for their peers and the environment, as well as respect for differing opinions awareness. The findings could be a valuable reference and recommendations for teachers, instructors, and researchers to develop the STREAM curriculum.

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