摘 要
本研究旨在探討於大學一年級「光電工程概論」課程中導入STEAM（科學、技術、工程、藝術、數學）教學法，對學生學習成效、專業知識、實務技能及整合創新能力之影響。針對傳統工程基礎課程常面臨理論抽象、學生學習動機低落及實務連結不足等困境，本研究採準實驗研究設計，以南臺科技大學半導體與光電工程系一年級共 132 名修課學生為研究對象。將學生分為實驗組（70人）與對照組（62人），對照組採傳統講述與基礎實習教學，實驗組則導入為期八週之STEAM教學法。實驗組學生以 3 至 6 人為一組，分別進行「太陽光電」、「光通訊」及「LED照明」等三大主題之STEAM實體作品製作與發表。研究工具包含基本知識測驗以及採 Likert 5 點計分之學習成效滿意度量表，並輔以開放性質性回饋進行三角檢視。研究結果顯示，實驗組在整體學習成效滿意度平均得分達 4.51 分，顯著優於對照組之 4.369 分（p < .05）。在具體能力認同度上，實驗組於「培育專業知識」達 90.74%（對照組84.62%）、「實務技能培訓」達 50.00%（對照組26.92%），於「整合創新培育」更達 31.48%，大幅高於對照組之 11.54%。質性回饋進一步證實，STEAM中的「藝術（Arts）」元素與動手實作，能有效激發學生的學習心流與團隊溝通能力。研究結論指出，STEAM教學法不僅能鞏固光電工程基礎知識，更能顯著弭平學用落差，大幅提升大一學生之實務動手做能力與跨領域整合創新思維。
關鍵詞：光電工程概論、STEAM教學、學習成效、整合創新、工程教育
Abstract
This study investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, Mathematics) education into a freshman-level Introduction to Optic-Electrical Engineering course on students' learning outcomes, practical skills, and integrative capabilities. Traditional engineering introductory courses often face challenges, including abstract theoretical content, limited student engagement, and insufficient opportunities for practical application. To address these issues, a quasi-experimental design was employed with 132 first-year students from the Department of Semiconductor and Opto-electronic Engineering. Participants were divided into an experimental group (n = 70) and a control group (n = 62). The control group received traditional lectures and basic practical training, while the experimental group participated in an 8-week STEAM-based instructional module. Students in the experimental group worked collaboratively in teams of three to six to design and present physical STEAM projects focused on Solar Photovoltaics, Optical Communication, and LED Lighting. Data were collected using knowledge assessments, a five-point Likert scale learning satisfaction questionnaire, and open-ended qualitative feedback. The results indicated that the experimental group achieved a significantly higher mean satisfaction score (M = 4.51 vs. M = 4.37, p <Qualitative findings further revealed that the hands-on project format and the Arts component of STEAM effectively stimulated students' flow experience and collaborative communication. These results suggest that STEAM integration not only consolidates foundational theoretical knowledge but also substantially bridges the theory–practice gap, enhancing freshman engineers' practical abilities and cross-disciplinary innovative thinking.
Keywords: Introduction of Optic-Electrical Engineering, STEAM education, Learning outcomes, Integration and innovation, Engineering education