108課綱的頒布啟動了臺灣的核心素養教育時代，強調對學生問題解決、團隊合作、創新思考等多元素養與能力的關注，新冠疫情的發生則使得數位資訊與科技成為當代學生重要的教育內容與學習型態。STEAM與Maker除了促進工程、設計和科技等不同領域發展，在教學上更是注重創新、開放、分享，讓學生大膽參與實踐。然而，長期以來女性在資訊科技等相關領域往往因為受到社會性別刻板化的影響，參與程度較不明顯。本研究之目的，即在探討女力創客者於STEAM Maker Education之信念與策略與教學實踐，以及對性別特質之看法。為達到研究目的，本研究以立意取樣方式選取三位符合女力創客者定義之女性高中教師為研究對象，並透過訪談、參與式觀察等蒐集研究資料。
根據研究結果，本研究歸納出三位女力創客者對於性別特質看法，包含：不受性別偏見影響並彰顯個人特質、跨領域與性別特質的加乘、發揮女性特質觀點，其共通點為希望學習者可以透過自己獨特的特質與數位科技使用盡情展現。在推動STEAM Maker Education信念共同的部分有：連結真實生活情境與設計問題解決的任務、重視團隊協作與營造對話的學習歷程。在發展STEAM Maker Education策略共同的部分有：注重學習內容的趣味性與驅動學生學習動機投入、有效的學習系統之脈絡化的實作。至於STEAM Maker Education教學實踐共同部分則有：規劃主題式課程之建立教學架構連接的橋樑、教學環境之對等的關懷關係。
本研究以STEAM與Maker兩者核心概念為出發，融入藝術實踐、設計思維，並結合女性主義教育學、關懷倫理學，讓性別與不同聲音在教育上受到尊重與展現自我，在未來多變的環境中，能展現多元、開放、互相傾聽的雙向連結。

The promulgation of the 108 Curriculum Guidelines has initiated the era of core competency education in Taiwan, with an emphasis on students cultivating diverse skillsets such as problem-solving, teamwork, and innovative thinking. Manifestation of the COVID-19 pandemic further accentuated the importance of digital information and technology as educational contents and learning mode for students in this modern generation. In addition to promoting the development of engineering, design, technology, and other various disciplines, STEAM and Maker also emphasized on innovation, openness, and sharing, while encouraging students to participate and gain practical experience. However, women typically have a lower participation rate in disciplines that relate to information technology due to the constant influence of societal gender stereotypes. The objective of this research paper is to examine the beliefs, strategies, and teaching practices of the she makers in STEAM Maker Education, as well as their perception on gender characteristics. In order to accomplish these objectives, three high school female teachers who meet the definition of she makers were purposively chosen as research subjects, and data were collected through interviews and general observation of the participants.
According to the research results, this study outline the views of the three she makers on gender characteristics, including (1) being uninfluenced by gender bias while displaying individual traits, (2) the synergistic effects of interdisciplinary approaches and gender traits, and (3) exhibiting female qualities. The mutual objective of the abovementioned gender characteristics is to empower students to fully demonstrate their unique traits and their use of digital technology. The promotion of the mutual principles of STEAM Maker Education involves connecting real-life situations to pre-designed problem-solving tasks, with an emphasis on team collaboration and communication throughout the learning process. In terms of the mutual strategic development of STEAM Maker Education, particular attention is placed on enjoyable learning contents, increasing student learning motivation, and the contextualized implementation of an effective learning system. As for the mutual teaching practices of STEAM Maker Education, the approach is to plan a thematic curriculum that bridges the gap between educational framework and the reciprocity of solicitude within the teaching environment.
This research paper is centered around the core concepts of STEAM and Maker, which integrate artistic practices and designing mentality, while incorporating Feminist Pedagogy and Ethics of Care. The intent is for different genders and dissenting voices to be respected and be granted the freedom of expression, as it demonstrates diversity, openness, and reciprocal heeding in the constantly evolving environment.

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