臺灣STEM教育課程研究現況與前瞻之研究：以John Dewey「做中學」哲學為鏡

Abstract

當代，似是科技的世紀，因應科技與人才競爭的發展，致使STEM教育之教育浪潮蔚為風行。但是，於此過程間，雖STEM教育似有著無數的變化與實踐，卻少關注STEM教育之基礎理論，故本研究希冀以「內容分析法」探詢臺灣STEM教育現況；且考量當前關注STEM教育者較少關心教育哲學基礎，且Dewey「做中學」哲學與STEM教育關係緊密，於此本研究亦將嘗試以Dewey「做中學」哲學作爲臺灣STEM教育課程哲學基礎，加以運用「詮釋學」闡析哲學概念後，且透過「比較教育」之方式引入自臺灣STEM教育課程內。首先，本研究以「由跨領域整合的教學方式，於生活情境中培養學生具備21世紀人才所需要的能力之餘，亦強化學生與學習間的關係使其享受學習」作為臺灣STEM教育之理解，且分析其具四大要點；其次，本研究發現Dewey「做中學」哲學可經《思維術》一書中找尋如「生活情境」、「行動獲取知識」與「學習方法」之理念要素和「學生」、「教師」與「學習場域」實踐元素為要旨豐富其論述，且此哲學仍有其啟發與限制；最後，本研究將二者要點做統整，以為臺灣STEM教育課程該當可藉Dewey「做中學」哲學回應前者既有限制，且完成新版定義與前瞻。於建議處，本研究提出研究與教學二面向：前者，可拓展觀察臺灣STEM教育之面向與議題、Dewey「做中學」哲學之文本和更豐富之二者對話；後者，則於前述研究成果之啟示與限制皆可作為進一步反思之媒材，從而提升臺灣STEM教育課程或Dewey「做中學」哲學之實施成效。In the contemporary era, often referred to as the age of technology, the intensifying development in competition in technology and talent has led to the widespread popularity of STEM education. However, amidst this process, STEM education has undergone numerous changes and implementations, there has been a lack of focus on its basic theory. Therefore, this study aims to utilize the “content analysis method” to investigate the current status of STEM education in Taiwan. Considering the current lack of attention to the educational philosophy underlying STEM education and recognizing the close relationship between Dewey's “learning by doing” philosophy and STEM education, this research also attempts to use Dewey's “learning by doing” philosophy as the philosophical foundation for the curriculum of STEM education in Taiwan. This is achieved by employing “hermeneutics” to analyze philosophical concepts and introducing them into the Taiwan STEM education curriculum through a “comparative education” approach. This study has three results during the research process, one is the understanding of STEM Education in Taiwan, another is the meaning of Dewey “learning by doing” philosophy, the other is the new definition of Taiwan STEM Education incorporated by Dewey “learning by doing” philosophy. First, this study defines the understanding of STEM education in Taiwan as “an interdisciplinary integrated teaching approach that cultivates students' abilities needed for the 21st century in real-life contexts, while strengthening the relationship between students and learning to make learning enjoyable.” The analysis of this understanding yields four major points. Second, this research finds that Dewey's “learning by doing” philosophy can be found in the book “How We Think” by exploring conceptual elements such as “life situations,” “acquiring knowledge through action,” “learning methods,” and practical elements involving “students,” “teachers,” and the “learning field.” This philosophy enriches the discourse and still holds both inspirations and limitations. Finally, this study integrates the key points of both perspectives to propose that the curriculum of STEM education in Taiwan could address existing limitations through Dewey's “learning by doing” philosophy, thereby achieving a new definition and forward-looking perspective. In the recommendations section, this research suggests two dimensions: research and teaching. On the research side, it is suggested to expand the observation of various aspects and issues in Taiwan's STEM education, engage in a deeper dialogue between Dewey's "learning by doing" philosophy and related texts, and further enrich the discussion. On the teaching side, the insights and limitations from the aforementioned research results can serve as materials for further reflection, ultimately enhancing the effectiveness of implementing the Taiwan STEM education curriculum or Dewey's "learning by doing" philosophy.