Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence

科技快速發展帶動經濟、社會、環境等方面的改變與衝擊,教育為人 們能否成功因應這些改變的重要契機。舉例來說,部分繁重繁瑣但容易學 習、具規則清楚的工作,將由機器、人工智慧代勞,根據牛津大學研究預 測未來有許多職業將消失,包含電話行銷人員、司機、房地產仲介、行政 秘書等(Frey & Osborne, 2017);除善用科技,不當運用也可能造成社會 動盪,例如輸入幾項關鍵字,人工智慧即能編造常人難以辨識的假新聞; 還有隨經濟發展而來的天然資源剝奪與嚴厲的氣候變遷問題,皆為人類極 需共同面對解決的難題。由多國頂尖大學教育學者參與的 Education 2030 計畫,以未來個人與社會安樂為前提,重新檢視當前課程面臨的挑戰,考 量提高教育的品質與平等,提出素養導向的課程架構,建議以學生為中心 的設計、主題具挑戰程度以刺激深度思考與反思、聚焦關鍵概念的學習與 活用、及學習遷移的優先性等(OECD, 2018)。 以上建議使人聯想到「以問題為中心的教學取向(problem-centered instructional approaches)」,涵蓋問題導向學習、發現式學習、探究式

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