本研究之目的在於發展以抗震結構設計為主題，且符合臺灣科技師資培育教學現場需求的重複式工程設計教學模組，結合工程設計流程與逆向工程策略，並透過建構、反思、探討、以及實踐四步驟，增進職前科技教師於STEM教學中應用工程設計流程引導學生整合應用不同學科知能的概念，並提高他們的STEM教學自我效能。為檢視模組之實施成效，本研究採用嚴謹的多重檢核設計混合研究方法，以臺灣某一科技師資培育機構的10位職前科技教師為研究對象，透過前實驗設計研究來進行探究。在質性方面以深度訪談配合修正式後設重聽法蒐集資料，再利用語意流程圖析法針對職前科技教師的認知結構進行剖析，瞭解他們STEM教學概念的發展情形。量化方面則以問卷調查方式探究職前科技教師的STEM教學自我效能表現。依據研究結果與討論，本研究提出以下五點結論與建議：(1)重複式工程設計教學模組有助於職前科技教師的STEM教學概念認知結構發展。他們的STEM教學概念認知結構概念總數與概念連結總數得到提升，顯示藉由本研究發展之教學模組，職前科技教師在應用工程設計流程引導學生整合應用STEM知能的教學專業知識上能獲得一定程度的成長。(2)參與研究的職前科技教師於STEM教學自我效能前測的表現良好，表示他們在該師資培育機構的培育下，對於自己進行STEM教學的專業知能具有相當程度的自信。同時因為潛在天花板效應，使得參與研究的職前科技教師在後測得分的進步幅度上受到限制。(3)重複式工程設計教學模組包含：經歷、反思、連結、以及實踐四個階段。透過整合重複式工程設計流程和逆向工程策略讓職前科技教師以學習者的身份經歷STEM學習歷程，並於第二和第三階段強化反思，促使他們轉換身份為未來教師，連結自身學習經驗與未來教學實務，最後藉由安排教學實踐活動提供他們深化學習的機會。(4)未來應用重複式工程設計教學模組時，應就教學單元設計、課堂討論與反思活動、分組機制等面向進行考量與分析，提供每一位學習者平等的機會發展STEM教學概念與提升STEM教學自我效能表現。(5)後續研究可以透過不同面向來進一步驗證重複式工程設計教學模組的實施成效，例如，涵蓋更多圓的研究樣本、剖析職前教師的訊息處理策略、提升他們的認知結構發展階段、或是探討影響他們STEM教學概念與STEM教學自我效能的重要因素，此外，也可以針對教學模組在職前或在職師資培育規劃之應用進行探討。

The purpose of this study is to develop a Repetitive Engineering Design Instructional Module with a particular focus on earthquake-resistant structure design. It integrates engineering design process and reverse engineering strategy and follows a four-step process “model, reflect, research, and practice”. The goal is to enhance pre-service technology teachers’ STEM teaching concepts to utilize the engineering design process while teaching STEM, and further increase their STEM teaching self-efficacy. This research employs a rigorous mixed-methods, involving 10 pre-service technology teachers. The qualitative data is collected through in-depth interviews and analyze using flow map method to understand pre-service technology teachers’ STEM teaching concepts. Additionally, A questionnaire survey is conducted to explore their STEM teaching self-efficacy. Based on the research findings and discussion, the following conclusions and suggestions are presented: (1) The Repetitive Engineering Design Instructional Module contributes to developing pre-service technology teachers’ STEM teaching concepts. (2) Pre-service technology teachers perform well in the pre-test of STEM teaching self-efficacy, signifying that, they possess a considerable level of confidence in designing and implementing STEM teaching. (3) The Repetitive Engineering Design Instructional Module comprises four stages: Experience, Reflect, Link, and Practice. (4) When implementing the Repetitive Engineering Design Instructional Module, educators should provide equal opportunities for all participants to develop STEM teaching concepts and enhance the STEM teaching self-efficacy. (5) Future research can further validate the effectiveness of the Repetitive Engineering Design Instructional Module through various perspectives. To sum up, this research contributes to the growing literature on cultivating teachers’ STEM teaching professional knowledge and skills. It provides valuable insights into the development of practical modules for enhancing pre-service technology teachers’ STEM teaching capabilities.

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