透過 STEM-ESD 耐震建築專題探究學生的創造性思維能力與行動準備度

Abstract

本研究旨在探討結合 STEM 與永續發展教育的 STEM-ESD 學習對於地震災害應變能力的提升成效。STEM-ESD 學習設計旨在促使學生關注永續議題，並培養其因應相關挑戰所需之核心能力。然而，印尼學生在面對災害防備行動方面表現相對不足；另一方面，「創造性思維」作為一項關鍵能力，涵蓋創新、應用新形式或產生新構想的能力，但目前印尼的科學教學尚未有效促進學生的創造力發展。有鑑於此，本研究探討STEM-ESD 學習對學生創造性思維與行動準備能力的影響，並以地震防災建築專題作為學習載體。本研究採用解釋性混合研究法（explanatory mixed-method design），研究設計為不等組的前後測設計。數據分析分為兩階段：量化資料以多變量共變異數分析 (MANCOVA) 進行分析，質性資料則以學生訪談的質性描述進行詮釋。研究對象為印尼西爪哇省Majalengka 地區兩所國中之八年級學生，共計 110 名。研究工具包括開放性問答題與學生作品（評估其創造性思維能力），以及採用四點李克特量表的行動準備問卷。研究結果顯示，STEM-ESD 學習對提升學生創造性思維能力與行動準備能力具有正向效果。以地震防災建築專題導入 STEM-ESD 學習模式，可成為促進永續價值、因應全球挑戰與未來教育發展的重要教學策略，特別適用於 Majalengka 等地區之中學教育場域。

This research paper investigates the utilization of STEM-ESD learning in mitigating earthquake disaster. STEM-ESD learning is designed to help students taking action of sustainability issues and equip students with the skills needed to address these challenges. However, students’ actions towards disaster perparedness in Indonesia are relatively low. On the other side, creative thinking stands out as a crucial skill that involves ability to create something, apply new forms, or generate new ideas. However, science teaching and learning process in Indonesia is not able yet to foster students’ creativity. Based on this background, the aims of this research are to investigate the effect of STEM-ESD Learning on students’ creative thinking and readinessto action through seismic building project. This research used explanatory mix-method research with pretest-posttest non-equivalent group design. This research conduct data analysis twice, quantitative data will be analyzed by MANCOVA analysis and qualitative data will be explained as descriptive qualitative. The research participant are 110 students consist of eight-grade students from two junior high school in Majalengka, West Java, Indonesia. The data is obtained through open-ended essay questions& students’ product related creative thinking skills and 4-Likert scale questionnaire related readiness to action. The results showed a positive effect of STEM-ESD learning on enhanching students’ creative thinking skills and action in both schools. Seismic building project in STEM-ESD learning can be an effective learning model in schools, especially in Majalengka, to support sustainable values in facing global challenges and developing research in the future.