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採用鷹架導引系統提升國小學童運算思維能力之研究 = To Enhance the Computational Thinking Ability of Elementary School Students through the Scaffolding Guidance System

吳舒民 國立臺南大學 民106[2017

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  • 題名:
    採用鷹架導引系統提升國小學童運算思維能力之研究 = To Enhance the Computational Thinking Ability of Elementary School Students through the Scaffolding Guidance System
  • 著者: 吳舒民
  • 國立臺南大學
  • 主題: 學習成效 視覺化程式語言 運算思維 國小學童; VisualProgrammingLanguage ComputationalThinking Elementaryschoolstudent LearningEfficiency
  • 描述: 將運算思維能力培養納入到國民基本教育課綱中，期藉由運算思維的培養來提升學生解決問題能力，近年來受到許多先進國家的重視，雖然學習程式設計是培養運算思維能力的重要途徑，然而，程式設計包含許多程式語法的抽象概念，學生課堂中的疑問又多元分歧，老師很難在班級課堂中，逐一協助學生解決困難，課後又缺少個別化的指導，導致學習意願低落與學習成效不彰。因此，本論文擬在學生解題過程中，當學生遇到問題時，就能得到學習導引。並探討本機制對於運算思維學習成效的影響。本研究採準實驗設計，研究對象為臺南市某國小兩班共48名學童，實驗組為24人，採鷹架導引系統教學，控制組24人，採一般傳統教學法，進行為期八週實驗教學。兩組在實驗教學後採單因子共變數統計方法進行考驗，以了解不同教學法對於運算思維學習成效的差異。研究結果發現：(1)接受導引機制之實驗組學生在運算思維學習成效有顯著提升；(2)實驗組和控制組不同程度學生在接受不同之實驗教學後，低程度學生的運算思維學習成效有顯著性差異。.
    Bringing computational thinking ability into the National Basic Curriculums in order to promote the students’ problem solving ability is emphasized by many advanced countries. Although learning programming design is an important way to develop computational thinking. However, learning programming involves many abstract concepts of program syntax. It’s hard for teachers to solve the problems in class one by one and provide individual guide which will result in poor learning aspiration and low learning achievement. Therefore, this study focused on providing learning guide during the process of solving problems and aimed to explore the effect of the system design on computational thinking. The study was bases on quasi-experimental design, and 48 students from two classes in an elementary school in Tainan. The 24 students in the experimental group were taught with the system design,The 24 students in control group were treated by traditional instructions,The experiment lasted for eight weeks and the data were analyzed with ANCOVA statistical method to explore the differences in learning efficiency between the system design and traditional instructions.The results showed that:(1)There were significant differences between the experimental group and the control group in learning efficiency;(2)After receiving the experimental teaching ,the low level of stuent presented the most significantly different on computational thinking learning efficiency..
  • 出版者: 碩士論文--國立臺南大學數位學習科技學系數位學習科技碩士在職專班.105學年度
  • 建立日期: 民106[2017
  • 格式: 62葉 : 圖 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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