高中資訊教師對電腦科學史融入教學之看法

Abstract

本研究調查高中資訊教師對電腦科學史融入教學的看法，並以教師背景與課程實施現況探討影響教師實施電腦科學史教學之因素，調查內容包括教師教學態度、教學挑戰、教學設計、教學內容與教學支援等向度。研究採問卷調查法進行，邀請全國公立高中資訊教師進行線上問卷填答，共計137位教師參與。 調查結果顯示約有四成教師曾修習電腦科學史相關課程，八成以上實施過電腦科學史教學活動，教師普遍對課程中帶入電腦科學史持正向態度，但教學時數、學生興趣、教師背景知識、教材不足等挑戰因素會影響其教學成效。若要實施電腦科學史教學，教師們認為電腦網路、資訊安全、人工智慧與內儲程式等科學發展里程碑是高中生應該知道的電腦科學史；以學生較熟悉的近代電腦科學發展重要人物做為史料選材重點，可提昇學生的學習興趣；依時序或類別彙整重要事件演進、科學發展的失敗經驗與重要事件發生的時代背景、搭配相關的圖片、照片、科學家故事與奇聞軼事進行科學史料的舖陳，有助於學生對電腦科學的了解；在教科書中包含較完整的電腦科學史內容，增加更多教科書以外的電腦科學史補充教材、中文影音資料庫與科學史網站，則可豐富教師背景知識與教學資源。 建議後續研究者進行高中電腦科學史教學活動設計與教學成效評估，開發電腦科學史教學指引，協助教師更有效率地在教學中帶入電腦科學史，以提昇教師對電腦科學史的教學意願。The purpose of this study is to investigate high school teachers' perceptions/concerns of teaching computer sciences through history of computing. The research methods adopted in this study are an online questionnaire survey and a follow-up email interviews with selected teachers. The planned questionnaire was designed with five dimensions to unveil teachers’ perceptions and concerns of teaching history of computing including: (I) attitude towards teaching history of computing, (II) challenges in teaching history of computing, (III) instructional design of history of computing, (IV) instructional contents of history of computing, and (V) materials/resources to support teaching history of computing. We also collected extensive demographic data of the surveyed teachers including gender, age, years of teaching, educational background and knowledge of history computing to analyze factors that might affect teachers’ perceptions and concerns. As our survey, we invited about 388 public high school teachers to answer our questionnaire and 137 of them responded. Our survey results showed that most of the respondents considered advantageous to include the historical elements in teaching/learning computer science, and had experience in teaching history of computing in their class. They implemented kinds of teaching strategies, but the instructional efficiency showed differences. Despite there was significant positive relationship between teacher’s interest and desire in history of computing, there were challenges affect teachers’ decisions in teaching history of computing, among them were supporting resources such as learning materials or instructional guides, and students’ interests on history materials. To bring history of computing into high school computer science curriculum, most respondents urged for more supports such as supplementary materials of history of computing, textbooks with more history of computing contents, and professional training in teaching history of computing. We hope the results of this study should provide valuable ideas for textbook authors and curriculum developers; it should offer suggestions for high school teachers in teaching CS through history of computing as well.