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合作學習在程式設計教學上對學童學習動機與認知負荷之影響 = The effects of cooperative learning in teaching programming for students’ learning motivation and cognitive Load

蘇國源 (數位學習科技) 國立臺南大學 數位學習科技學系碩士班 民102[2013

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  • 題名:
    合作學習在程式設計教學上對學童學習動機與認知負荷之影響 = The effects of cooperative learning in teaching programming for students’ learning motivation and cognitive Load
  • 著者: 蘇國源 (數位學習科技)
  • 國立臺南大學 數位學習科技學系碩士班
  • 主題: 學習動機 認知負荷 合作學習; Cognitive load Cooperative learning Scratch Learning motivation
  • 描述: 本研究希望藉由合作學習模式融入國小資訊課Scratch程式設計課程，探討對學童學習動機、認知負荷、合作學習態度與學習成就之影響。以六年級二個班級共46位學生為研究對象，將學生分為實驗組與控制組。實驗組採合作學習策略，控制組採個人學習策略。藉由前後測問卷、學習成就測驗、觀察與焦點團體訪談，來獲得質化與量化資料，並進行分析。實驗結果發現，不同教學模式應用在Scratch程式設計教學上，學生學習動機並無明顯差異，但合作學習模式可有效減輕學生的認知負荷，並且提升其學習成就。另外，在合作學習態度方面，發現在學習Scratch程式設計軟體，學生學習態度較傾向與他人合作，認為用合作的方式，可以跟同學討論與設計出更好的作品。 This study hopes to explore the effects of learning motivation, cognitive load, cooperative learning attitude and learning achievement by using cooperative learning strategy on Scratch programming course of the elementary computer classes. Forty-six graders from two classes were divided into an experimental group, in which the students learned with the cooperative learning strategy, and a control group, in which the students learned individually. With pre-and post-test questionnaire, learning achievement tests, observation and focus group interviews to obtain qualitative and quantitative data and analysis. Through pre- and post- class questionnaires, learning achievement tests, observations and focus group interviews, both qualitative and quantitative data were collected and analyzed. The results show that students’ learning motivation was not significant difference by using different teaching model in the Scratch programming teaching, but cooperative learning model can effectively reduce students' cognitive load, and improve their academic achievement. The results also show that students tended to
  • 出版者: 碩士論文--國立臺南大學數位學習科技學系碩士班, 101學年度
  • 建立日期: 民102[2013
  • 格式: viii, 62葉 : 圖,表 ; 30公分.
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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