The purposes of this study were to integrate imagination and STEAM education to construct a special topic course on wearable devices for pets for technology senior high school students studying electronic science; to explore the impacts of the learning process on students’ imagination, STEAM competences and satisfaction with learning effectiveness; and to investigate the integration of imagination into STEAM education. This study adopted the design research method and took 40 students in the third year of a special topic course in electronic science at a technology senior high school as the research subjects. The students were randomly divided into 8 groups, and teaching activities were carried out for 18 weeks. This study used questionnaire and documentary analysis methods to carry out peer evaluation, pretests, posttests and student self-report surveys to collect qualitative and quantitative data for statistical analysis and cross-validation. In this study, a new integration model of imagination and STEAM is proposed. The design research method was employed to plan the iSTEAM course and design special topic activities about real-life issues so that the degree of integration of imagination into the STEAM special topic course and the quality of the students’ work were moderately positively correlated and highly positively correlated, respectively, with students’ application of their learning from various aspects of iSTEAM, which can significantly enhance their imagination, STEAM competences, and satisfaction with their learning effectiveness. The iSTEAM teaching model can help engineering educators develop and evaluate iSTEAM courses and learning activities and provides new contributions to and research directions for STEAM education.

这项研究的目的是整合想象力和STEAM教育，为面向高中学习电子科学的技术高中学生建造有关宠物可穿戴设备的专题课程；探索学习过程对学生的想象力，STEAM能力和对学习效果满意度的影响；并研究将想象力整合到STEAM教育中。该研究采用了设计研究方法，并在一所技术高中的电子科学专题课程的第三年级中招收了40名学生作为研究对象。将学生随机分为8组，进行为期18周的教学活动。本研究使用问卷调查和文献分析方法进行同行评估，预测试，后测和学生自我报告调查，以收集定性和定量数据，以进行统计分析和交叉验证。在这项研究中，提出了一种新的想象力和STEAM集成模型。采用设计研究方法来计划iSTEAM课程并设计有关现实生活问题的专题活动，以便将想象力整合到STEAM专题课程中的程度和学生的工作质量呈中等正相关和高度正相关分别与学生在iSTEAM各个方面的学习应用相关，这可以显着提高他们的想象力，STEAM能力和对学习效果的满意度。