STEAM機器人整合課程教育是發展學生5C關鍵能力(批判性思考、問題解決、溝通能力、合作能力及創造力)的新課程潮流趨勢，但在文獻上對學習者所產生的影響的實證研究仍然非常有限。本研究透過設計不同程度輔助鷹架的機器人課程，探究在此課程中應用不同輔助鷹架對學生的5C關鍵能力、機器人學習自我效能及機器人學習成就的可能影響。本研究的研究對象為台灣地區高中生，研究樣本為台北市某高中兩個班級的63位同學，實驗課程總計15週，其中一個班級提供高鷹架的輔助教具，另一個班級則提供低鷹架的輔助教育。研究工具包含「5C關鍵能力自我評估量表」、「機器人學習自我效能量表」。課程結束後，並選取部分學生進行焦點訪談。研究結果發現較低的機器人學習輔助鷹架反而對學生5C能力中的合作能力、創造力、溝通能力有正面的影響，同時對機器人學習自我效能之概念理解與高層次認知技巧面向有顯著正面的影響。本研究為機器人教育之初探研究，研究結果能為未來跨領域機器人教育課程研究和教學課程實務上的發展提供具體建議。

The STEAM robotic curriculum is a potential approach to enhance the 5C competencies (Critical Thinking, Complex Problem Solving, Effective Communication, Collaboration and Building, and Creativity and Innovation) of our citizen of the 21st century; however, empirical studies were very limited in prior literature. This study aims to examine the impacts of different curriculum scaffoldings on students’ 5C competencies, robotic learning achievements and self-efficacies. Samples of this study were 63 high school students intacted in two classes in a high school at Taipei. A robotic curriculum was implemented for 15 weeks. One of the classes was taught with a higher scaffolding materials, while the other was taught with a lower scaffolding materials. The instruments used in this study include "5C Abilities Self-assessment Scale" and "Robotic Learning Self-efficacy Scale". After the curriculum, some students were selected for an interview. The results indicated that the lower scaffoldings had positive impacts on students’ 5C competencies in collaboration skills, creative thinking skills and communication skills as well as their robotic learning self-efficacies in terms of conceptual understanding and higher level cognitive skills. This study was a pilot study of the robotic education, and the findings of this study can provide suggestions for both future studies and teaching practices.

胡博閔(民99)。數位遊戲學習對學童創造力與實作技能影響之研究(未出版之碩士論文)。國立台灣師範大學，台北市。
黃子瓔(2010)。從3R到4C：淺談21世紀能力的發展與趨勢。數位典藏與學習電子報。
張仲謀(2011)。啟航下個黃金盛世 半導體產業高峰論壇。吳迎春(主持人)，半導體產業未來發展。台灣半導體產業協會，台北。
張鈿富(2009)。歐美澳公民關鍵能力發展之研究。台北市：國立教育資料館。
張鈿富、吳慧子、吳舒靜(2010)。 歐盟,美,澳[公民關鍵能力]發展及其啟示。台北市：國立教育資料館。
趙怡(1995)。永遠的溝通藝術。臺北市：平氏出版有限公司。
Akinbobola, A. O. (2009). Enhancing Students' Attitude towards Nigerian Senior Secondary School Physics through the Use of Cooperative, Competitive and Individualistic Learning Strategies. Australian Journal of Teacher Education,34(1), 1-9.
Askar, P., & Davenport, D. (2009). An Investigation of Factors Related to Self-Efficacy for Java Programming among Engineering Students. Online Submission, 8(1), 26-32.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
Bandura, A. (1986). Social foundation by thought and action. Englewood Clifts.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
Bush, G.W. (2006). American Competitiveness Initiative. Weekly Compilation of Presidential Documents. 42(5), 145-153.
Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: John Wiley & Sons.
Missimer, C. A. (1986). Good Argument: An Introduction to Critical Thinking. Philosophy in Review, 6, 390-393.
Bravo, C., Marcelino, M. J., Gomes, A. J., Esteves, M., & Mendes, A. J. (2005). Integrating Educational Tools for Collaborative Computer Programming. Learning Journal of Universal Computer Science, 11(9), 1505-1517.
Chao, C. H., & Tsai, M. J., (2014 November). STEAM Curriculum Design: Integrating Art into STEM-An Example of "Creative Dragon Boat Robot". Paper presented at the 10th Taiwan E-Learning Forum (TWELF 2014), Taipei, Taiwan.
Chai, C. S., Deng, F., Tsai, P. S., Koh, J. H. L., & Tsai, C. C. Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389-398.
Tsai, M. J., Liang, J. C., Hou, H. T., & Tsai, C. C. (2015). Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies. Australasian Journal of Educational Technology. 31(3), 263-277.
Chiou, G. L., Liang, J. C., & Tsai, C. C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: A study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195.
Canary, D. J., Cody, M. J., & Manusov, V. L. (2008). Interpersonal communication: A goals based approach. Macmillan.
Dickson, S. V., Chard, D. J., & Simmons, D. C. (1993). An integrated reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16.
Doyle, W. (1986). Classroom organization and management. Handbook of research on teaching, 3, 392-431.
Bergey, B. W., Ketelhut, D. J., Liang, S., Natarajan, U., & Karakus, M. (2015). Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment. Journal of Science Education and Technology, 5,1-13.
Feldhusen, J. F., & Treffinger, D. J. (1980). Creative thinking and problem solving in giftededucation. Dubuque: Kendall/Hunt.
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. In Pupils' Attitudes Towards Technology (PATT-19) Conference: Research on Technology, Innovation, Design & Engineering Teaching, Salt Lake City, Utah, USA.
Yakman, G., & Lee, H. (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. Journal Korea Association Science Education, 32(6) 1072-1086.
Guilford, J. P. (1959). Traits of creativity. Creativity, 167-188. England: Penguin.
Guzey, S. S., Tank, K., Wang, H. H., Roehrig, G., & Moore, T. (2014). A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms. School Science and Mathematics, 114(3), 139-149.
Hampton, N. Z. & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41(2), 101-112.
Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. Instructional-design theories and models: A new paradigm of instructional theory, 2, 115-140.
Bruner, J. (1984). Vygotsky's zone of proximal development: The hidden agenda. New Directions for Child and Adolescent Development, 23, 93-97.
Jo, M., & Yeon, H. (2014). Development of a Robot Programming Instructional Model based on Cognitive Apprenticeship for the Enhancement of Metacognition. Journal of The Korean Association of information Education, 18(2), 225-234.
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. NJ: Prentice-Hall, Inc.
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations. NY: John Wiley & Sons, Inc.
Kato, I. (1985). Third machine - My Robot. Journal of the Robotics Society of Japan, 3(3), 235-238.
Kaufman, R., Oakley-Browne, H., Watkins, R., & Leigh, D. (2003). Strategic planning for success: Aligning people, performance, and payoffs. CA: John Wiley & Sons.
Kellermann, K. (1992). Communication: Inherently strategic and primarily automatic. Communications Monographs, 59(3), 288-300.
Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. Advances in motivation and achievement, 16, 1-33.
Kupermintz, H. (2002). Affective and conative factors as aptitude resources in high school science achievement. Educational Assessment, 8(2), 123-137.
Kusuda, Y. (2012). Robots at the International Robot Exhibition 2011 in Tokyo. Industrial Robot: An International Journal, 39(3), 231-235.
Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34(1), 30-34.
Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8(2), 139-162.
Laura, A. F., Damien, P., Gowrishankar, G., & Abderrahmane, K. (2015, July). A Review: Can Robots Reshape K-12 STEM Education. ARSO 2015, France.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of counseling psychology, 31(3), 356-362.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 55.
Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301.
Marakas, G., Johnson, R., & Clay, P. F. (2007). The Evolving Nature of the Computer Self-Efficacy Construct: An Empirical Investigation of Measurement Construction, Validity, Reliability and Stability Over Time. Journal of the Association for Information Systems, 8(1), 16-46.
Masahiro M., (1983). The introduction of the body diagram of the robot control. Japanese Journal of the Robotics Society, 1(1), 13-16.
McDowell, C., Werner, L., Bullock, H., & Fernald, J. (2002). The effects of pair programming on performance in an introductory programming course. SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education. 34(1), 38-42.
McDonald, S., & Howell, J. (2012). Creative technologies as a conduit for learning in the early years. Australasian Journal of Early Childhood, 37(1), 136-141.
Mishler, E. G. (1986). Research Interviewing: Context and Narrative. Cambridge, MA: Harvard Univ. Press.
Moore, G. (1975). Progress in Digital Integrated Electronics. IEEE, IEDM Tech Digest, 11-13.
Moore, G. E. (1975). Progress in digital integrated electronics. IEDM Tech. Digest, 11-13.
Sohn, W. S. (2014). Development and Application of STEAM Education Model using Scratch Programming and Sensor Board in Class of Elementary School Students. Journal of The Korean Association of Information Education. 18(2), 213-224.
Moustakas, C. E. (1972). Loneliness and love. Englewood, Cliffs: Prentice-Hall.
OECD (2013). The definition and selection of key competencies: executive summary. Retrieved March 26, 2013, from http://www.oecd.org/pisa/35070367.pdf
Olson, R. W. (1980). The art of creative thinking. New York: Harper & Row.
Paul, R., & Elder, L. (2002). Critical thinking: tools for taking charge of your learning and your life. Dillon Beach, CA: Foundation for Critical Thinking.
Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of educational Research, 65(2), 129-143.
Reich-Stiebert, N., & Eyssel, F. (2015). Learning with Educational Companion Robots? Toward Attitudes on Education Robots, Predictors of Attitudes, and Application Potentials for Education Robots. International Journal of Social Robotics, 7(5), 875-888.
Rubin, M., Watt, S. E., & Ramelli, M. (2012). Immigrants’ social integration as a function of approach–avoidance orientation and problem-solving style. International Journal of Intercultural Relations, 36(4), 498-505.
Schacter, D. I., Gilbert, D. T., & Wegner, D. M. (2009). Introducing psychology. New York: Macmillan.
Slavin, R. E. (1985). Cooperative Learning: Applying Contact Theory in Desegregated Schools. Journal of Social Issues, 41(3), 45-62.
Slavin, R. E. (2003). Educational psychology: Theory and practice. Boston: Allyn & Bacon.
Sternberg, R. J. (2003). Cognitive Psychology (3rd Ed.). Orlando, FL:Harcourt Brace.
Westmyer, S. A., DiCioccio, R. L., & Rubin, R. B. (1998). Appropriateness and effectiveness of communication channels in competent interpersonal communication. Journal of communication, 48(3), 27-48.
Lin, T. J., Deng, F., Chai, C. S., & Tsai, C. C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37-47.
Torrance, E. P. (1971). Creativity and infinity. Journal of Research and Development in Education, 3, 35-41.
Treffinger, D. J., & Isaksen, S.G. (1992). Creative Problem Solving: An Introduction. Center for Creative Learning, Inc.
Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125-141.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.
Wertsch, J. V., & Rogoff, B. (1984). Children's Learning in the “Zone of Proximal Development”: New Directions for Child Development. San Francisco, CA: Jossey Bass Inc.
Williams, F. E. (1970). Classroom ideas for encouraging thinking and feeling. New York: D. O. K. Publishers Inc.
Xu, B. F., & Tsai, M. J. (2014, November). Effects of Learning Style and E-Book Design on LEGO Robot Programming Learning. TWELF 2014, National Taiwan Normal University.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51-59.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.