微流體被應用在許多領域，因為其具有尺寸小、體積小、消耗少並能夠準確的處理微小流量的溶液與試劑等特性。因為現今越來越重視人類的健康，近年來微流體針對器官晶片中疾病模擬的研究也日益漸多。但在文獻搜尋中，可以發現在微流體教育中的發表不如預期的多，這可能導致該領域難以吸引到人才的投入，原因可能是微流體用於教學是屬於一門跨領域的課程，且傳統的微流體製程技術在課堂中只能以圖片或是口述的方式介紹，亦或者因為需要流體驅動與顯微觀察的設備，對少數實驗室及老師是一個不小的負擔所造成。另一方面，在些許文獻中，微流體多被當作工具使用在其他科目的教學，針對微流體本身的教育相對較少，且大多沒有在學生成效方面給予量化分析，僅以學生的口述呈現定性的結果。
在本研究中，我們透過製造開源的針筒幫浦與微流體晶片作為教具，應用在碩士班課程「生物微機電製程與應用」。該課程具有講授、實作、討論、報告等四個部分，以專題導向式學習(PBL)加入STEAM多元跨領域的教學方法，並在最後一周學生會經課堂所學進行疾病模擬的專題報告。結果顯示，開源針筒幫浦與微流體裝置可以實際用於微流體課程，且幫浦在一定條件下可以提供精準的流體。在學生的專題中也可以看到學生透過課程所學的技術或知識，皆能做出疾病模擬的原型並發表。此外，針對學生的學習成效，採取單組前後測，在學習動機量表、陶倫斯創造力測驗成人是用精簡版、STEAM傾向量表中進行量化分析。從結果可以發現，經過一學期課程後學生在學習動機（工作價值、自我效能）、創造力表現(流暢性、原創性、精密性、變通性）、STEAM跨域能力整合（知能學習、價值認知、正向喜好、行為習慣）均有明顯的提升。

Microfluidics is used in many fields because of its small size, small volume, low consumption, and ability to handle tiny flows of solutions and reagents accurately. Because of the increasing emphasis on human health, research on disease simulation in organ chips has increased in recent years. However, in the literature search, it can be found that there are not as many publications on microfluidic education as expected. This can make it harder to attract talent to the field because there is no corresponding education program. The reason may be that microfluidics is an interdisciplinary course, and the traditional microfluidic fabrication can only be explained to the students in the form of pictures or dictation in the classroom, or because fluid-driven and microscopic observation equipment are required, it is a lot of burden for some laboratories and teachers. On the other hand, in some literature, microfluidics is used as a tool in teaching other subjects, and there is less education on microfluidics itself. In addition, most of them did not give quantitative analysis in terms of students' effectiveness, and they all presented qualitative results based on oral feedback from students.
In this study, we used the open-source syringe pump and microfluidic chip as teaching aids for the master's course “Fabrications and Applications of BioMEMS.” The course has four parts: lecture, Hands-on, discussion, and presentation. It adopts project-based learning (PBL) and adds STEAM's interdisciplinary teaching method. In the last week, students will present on disease modeling based on what they have learned in class. The results show that the open-source syringe pump and the microfluidic device can be practically used in microfluidic courses, and the pump can provide precise fluid under certain conditions. In the student's project, you can also see that the technology or knowledge that the student has learned through the course can make a prototype of the disease modeling. In addition, a single group of pre-and post-test was used for students' learning effectiveness, and quantitative analysis was carried out on the Learning Motivation Scale, the Torrance Creativity Test for Adults, and the STEAM Propensity Scale. From the results, it can be found that after a one-semester course, students' learning motivation (work value, self-efficacy), creativity performance (fluency, originality, elaboration, flexibility), STEAM tendencies (knowledge learning, cognition of value, positive preferences, behavior and habit) were significantly improved.

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