現今就讀於國民小學的學童，將於十幾年後引領台灣未來的工程科技發展。因此啟發現階段小學高年級學童學習及解決基本工程問題，並培養其主動探索學習的興趣，以奠定STEM基礎是至為重要的。本研究主要的目的是針對國小高年級學童進行以準工程教育為概念，且結合專題導向學習，設計一系列結合科學、技術、工程及數學（STEM）學科且適用於國小高年級學童的STEM學習課程，並提供數位學習平台及Webduino自走車供學童進行小組專題製作，以探討專題導向學習對STEM學習成效之影響。本研究融合質性及量性方法進行研究，透過學童STEM學科能力測驗及教師問卷並搭配專家觀察進行三角交叉檢證。研究結果發現，專題導向學習對於STEM之學習成效有顯著的正面影響，學童在STEM學科能力測驗上有明顯的進步。專家觀察方面也觀察到學童透過實際操作的過程從做中學，並發現問題進而思考解決方法。比起聽講的過程，將理論結合實作時更展現了高昂的學習興趣及強烈企圖心。另外，在教師問卷方面也呈現一致的正面評價。同時也觀察到經專題導向STEM學習課程後，學童在創造思考能力、團隊合作能力及溝通協調能力(3C)的正面現象。但是整體而言，3C能力在前後測驗中的結果沒有明顯改變，皆為不顯著。

Elementary students today are going to lead the technology development in Taiwan in the coming decades. In view of that, it is very important to motivate the upper grades on learning and solving basic engineering problems as well as develop their interest in explorative learning by laying the foundation of the STEM. Based on the concept of pre-engineering education and combined with STEM-oriented project-based learning, the purpose of this research is to design a series of STEM courses, including science, technology, engineering, and mathematics, for the upper grades of elementary schools. This research builds an e-learning platforms for programming, for accommodating learning material, and for executing STEM-oriented Project-based Learning courses that include projects on building and controlling a Webduino Robot Car. Each course project contains panel discussions for students, by which this research promotes their collaborations. To investigate the feasibility of such courses, this research uses a combination of both qualitative research method and quantitative research method by conducting a triangulation on STEM scholastic achievement test, teacher’s survey, and participant observation. The results indicate that, for the upper grades, the STEM-oriented education is positively and significantly influenced by project-based learning with a noticeable improvement on students’ STEM scholastic achievement tests. In terms of participant observation, experts find that students are willing to take the hands-on approach of learning by doing, which makes them find problems and solutions, after further study. Observations also shows, by combining theory and hands-on practices, students show more interest in learning and stronger aspiration than simply listening to lectures. For the last index, the teacher’s survey also confirms consistent positive evaluations. This research also observes the positive performance on creativity, collaboration, and communication (3C) after students take STEM-oriented project-based courses, but the overall performance of 3C does not reach a significant difference between the achievement pre- and post-tests.

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