Kai-Siang Yang
National Taipei University of Education of Department of Mathematics and Information Education College of Science Student
E-mail:a2110l6001@grad.ntue.edu.tw
Chih-Hung Yu
National Taipei University of Education of Department of Mathematics and Information Education College of Science Assistant Professor
E-mail:chihung@mail.ntue.edu.tw
Abstract
This study aims to explore the impact of integrating inquiry-based teaching strategies into IoT STEM courses on learners’ learning outcomes and scientific inquiry abilities. This study adopts a quasi-experimental research method, with the research subjects being students from four sixth-grade classes (a total of 106 people) in a public elementary school in Taipei City, and the research subjects are divided into inquiry-based STEM teaching group and lecture and demonstration-based STEM teaching group based on the class unit. Both groups implement the same STEM IoT teaching course, and all experimental subjects undergo eight lessons of teaching experiments, and after the experiment, an IoT learning outcome test and an inquiry ability self-assessment form are implemented. According to the statistical results of the qualitative and quantitative data collected in this study, it was found that: Inquiry-based STEM teaching strategies can effectively enhance the IoT learning outcomes and scientific inquiry abilities of elementary school students. It is suggested that future STEM IoT courses can integrate appropriate cooperative learning strategies and plan more sufficient teaching experiment time.
Keywords : IoT、STEM、POE