研究目的於應用STEAM教育於高職專題Arduino課程教學之研究，配合結合十二年國民教育技術型高中電機電子群電機類課綱架構下完成，觀察學生學習心態之差異，並探究學生對此教學學習模式之反應程度。給予老師具體回饋並提升學習者主動學習之動機，藉此強化學生因應未來學習與挑戰。。
本研究以離島某高職三年級三個班共 95 名學生進行一學期專題Arduino課程教學。首先於初次上課時由老師對學生進行Arduino學習預期心態量表前測，蒐集學生對專題課程學習Arduino開發板的預期心態。執行課程中老師帶領學生除了課堂基本瞭解外，同步使用網際網路學習Arduino程式設計。專題課程發表後，由老師進行學生對Arduino學習後心態量表後測。最後，統計分析前、後測及專題課程成果，並呈現研究結果。
研究發現STEAM教育於高職專題Arduino課程教學成功引發學生對程式設計的學習動機，大多數學生保持高度興趣與享受學習。Arduino開發板網際網路資訊豐富、操作方便、對學生程式設計有相當幫助，且面對未來也將繼續學習，使用帶的走的能力與方法執行。研究結果證實STEAM教育於高職專題Arduino課程教學適合高職三年級專題課程，使學生學習程式設計之外，能將蒐集資料的能力、撰寫文書軟體技巧與系統化思考技術明顯提升。

The purpose of the research is to apply STEAM education to the research on the teaching of Arduino courses in higher vocational colleges, and to complete it under the framework of the 12-year national education technology-based high school electrical and electronic group electrical syllabus, observe the differences in students' learning attitudes, and explore the students' teaching. The degree of responsiveness of the learning mode. Give specific feedback to teachers and enhance learners' motivation for active learning, thereby strengthening students' ability to cope with future learning and challenges. .
In this study, a total of 95 students in three classes of the third grade of a higher vocational college in an outlying island were taught a special Arduino course for one semester. First of all, in the first class, the teacher will pre-test the students with the Arduino Learning Expectation Mentality Scale, and collect the students' expectation of learning the Arduino development board in the special course. In the executive course, the teacher leads the students to learn Arduino programming using the Internet in addition to the basic understanding of the classroom. After the publication of the special course, the teacher will conduct a post-test of the students' mentality scale after learning Arduino. Finally, the pre-, post-test and thematic course results are statistically analyzed, and the research results are presented.
The study found that STEAM education in the teaching of Arduino courses in higher vocational schools successfully triggered students' motivation to learn programming, and most students maintained a high degree of interest and enjoyment of learning. The Arduino development board is rich in information on the Internet, easy to operate, very helpful to students in programming, and will continue to learn in the future, using the ability and method of taking away. The research results confirm that STEAM education is suitable for the teaching of Arduino courses in higher vocational colleges, which enables students to significantly improve their ability to collect data, write software skills and systematic thinking skills in addition to learning programming.

目錄
第一章 緒論 1
第一節 研究背景與動機 2
第二節 研究目的與問題 2
第三節 名詞釋義 3
第二章 文獻探討 7
第一節 STEAM教育發展之探究 7
第二節 新住民現況之探究 17
第三節 離島偏鄉教育之探究 22
第三章 研究設計與實施 27
第一節 研究對象 27
第二節 研究方法與流程 29
第三節 研究工具 30
第四節 資料蒐集與分析 31
第四章 研究結果與討論 33
第一節 學生學習預期心態量表 33
第二節 學生學習後學習心態量表 43
第三節 學生對專題教學的反應感受情形與成效 49
第四節 STEAM教育融入Arduino學習學習心態差異 55
第五章 結論與建議 57
第一節 結論 57
第二節 建議 59
參考文獻 61

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