本研究旨在探討台灣中小學在職教師對於將機器人科技融入教學之看法，藉 由開發教師機器人教學內容知識量表、教師機器人教學信念量表和教師機器人科 技接受度量表，針對教師將機器人融入教學之態度、意願與知識進行自我評估， 並分析在職教師的機器人教學信念與機器人科技接受度與其機器人教學內容知 識之間的關係。本研究主要透過問卷調查法對 115 名參加機器人統整課程設計工 作坊的中小學在職教師進行問卷調查，資料分析方法包括因素分析、信效度分析、 相關分析以及 PLS-SEM 結構方程分析。研究結果顯示三個新開發量表皆呈現良 好的信度與效度，適合作為評量教師將機器人融入教學之知能與情意之研究工具。 此外，從結構方程式的路徑模型中發現，教師對機器人教學態度能夠直接預測其 機器人教學內容知識各構面的分數;此外，教師機器人科技接受度中的易用性分 數能直接預測教師的機器人科技知識、教學知識、內容知識，而有用性分數則能 直接預測教師的機器人教學內容知識。本研究建議未來進一步探討如何提升台灣 中小學在職教師對於將機器人融入教學的態度，並對其他可能影響教師將機器人 科技融入教學的相關因素進行深入研究。

This study aims to explore Taiwan in-service elementary and high school teachers' views on the integration of robotics into teaching. By developing Technological Pedagogical Content Knowledge-Robotics (TPACK-R), Robotics Teaching Belief Scale (RTBS) and Technology Acceptance of Robotics Scale, this
study focuses on the teachers' self-evaluation on their willingness and knowledge to use robots in their classrooms. A total of 115 in-service teachers who participated in a teachers’ professional development workshop for robotics-integrated teaching designs were the sample of the study. Factor analyses, reliability analyses and SEM analyses are analyzed among the scores of RTBS, TPACK-R and technology acceptance of robotics. The results indicated that all three instruments show good reliability and validity. In addition, the PLS-SEM analysis found teachers' attitude of RTBS can directly predict all dimensions of TPACK-R. Moreover, teachers' perceived ease of using robotics can directly predict RK, RPK and RCK. Teachers' perceived usefulness of robotics can directly predict RPCK. Future studies are suggested to explore approaches for improving teachers' attitudes about integrating robotics into teaching
and to investigate other factors that may affect teachers’ decision making.

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