本研究目的是探討國小學生接受問題導向STEM機器人專題課程，對提升關鍵學習能力之影響，並進一步探討學習者持有的科學知識信念，與學習者於問題導向STEM機器人專題課程前、後之關鍵學習能力自我感知及工程設計表現有何關聯。本研究採單一組前、後測設計，以國小中、高年級學生為實驗對象，實施問題導向機器人專題課程。於課程前進行科學知識信念量表，並於課前與課後實施關鍵學習能力量表。為探討接受範例及問題導向引導機器人專題課程，是否提升關鍵學習能力之表現，採相依樣本t檢定分析前、後測關鍵學習能力問卷。為探討科學認識論與關鍵學習能力及工程設計表現之關聯，研究者以科學知識信念量表、關鍵學習能力表現前測、關鍵學習能力表現後測以及專題實作工程設計能力學習單之分數進行相關性分析，以了解其間的相關性。研究發現，經過機器人課程後，雖學生整體關鍵學習能力之自我感知未有顯著提升，但問題解決能力因素有些微上升，顯示學習單的題目設計對學生在其問題解決能力的提升有所感知；另外，在科學知識信念與關鍵學習能力及工程設計表現的關聯性方面，來源面向與創造性思考及創造知識效能感兩因素之後測結果有顯著關聯性，且科學知識信念的確定性及驗證面向與工程設計的產生想法階段表現呈現中度顯著正相關，表示接受機器人課程後，學生所持有的科學知識信念來源面向成熟與否會影響其在創造性思考及創造知識方面的發展，其針對知識確定性方面的概念及其反思性思考能力則會對工程設計流程中，產生想法與計畫階段的表現產生影響。

The purpose of this study was to investigate the impact of the problem-based STEM robotics curriculum on the perceptions of critical learning skills of elementary school students, and to investigate the relationship between learners' beliefs about scientific knowledge and their perceptions of critical learning skills and engineering design performance before and after the problem-based STEM robotics curriculum. A single-group pre- and post-test design was used to implement the problem-based robotics curriculum with third to sixth grader elementary school students. The Science Epistemic Beliefs Scale was administered before the course and the Critical Learning Skills Scale was administered before and after the course. To investigate whether the performance of critical learning skills was enhanced by receiving the sample and problem-based robotics curriculum, the pre and post-test critical learning skills questionnaires were validated and analyzed. To investigate the correlation between science epistemic beliefs, students’ perceptions of critical learning skills and engineering design performance, correlation analysis was conducted using the Science Epistemic Beliefs Scale, pre- and post-test of critical learning skill, and learning sheets of problem-based engineering design competencies to understand the correlation. It was found that after the robotics course, although the students' overall perceptions of critical learning skills did not improve significantly, the problem-solving skill factor increased slightly, which indicated that the design of the learning sheets contributed to students' perception of problem-solving skill. In addition, regarding the correlation between scientific epistemic beliefs, critical learning skill and engineering design performance, there was a significant correlation between the source-oriented with creative thinking and knowledge creation efficacy factors in the post-test. In addition, there was a significant correlation between scientific epistemic beliefs with creative thinking and knowledge creation efficacy in the post-test results. Their conceptualization of knowledge certainty and their ability to reflect on it will have an impact on their performance in the idea generation and planning stages of the engineering design process.

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