應用角色扮演輔助電腦科學史學習－使用辯論策略

Abstract

本研究應用角色扮演活動輔助電腦科學史學習，藉以提昇高中生學習電腦科學的態度、學習成就及科學本質觀。本研究設計了一個角色扮演辯論活動，針對「誰發明了第一台電腦」進行辯論。學生分組扮演ABC及ENIAC的發明者，以及法官。研究採準實驗設計，參與者為台北市某高中一年級的兩班級共67位學生，以班級為單位分為實驗組及對照組。實驗組授課時間為四堂課，進行「電腦科學史辯論」活動，對照組維持正常授課，但以四十分鐘講授實驗組活動所涉及之電腦科學史及相關概念。教學實驗後，實驗組以自編之學習態度與科學本質問卷及學習成就評量施測，控制組因時間限制，僅以自編之學習態度與科學本質問卷施測。 研究結果顯示，角色扮演輔助電腦科學史學習活動幫助學生掌握學習重點，加深電腦科學重要概念的學習；對學生學習態度有正向之影響；並能幫助學生理解「社會與文化」面向的科學本質觀。建議未來研究可延長教學實驗時間，以期有足夠時間醞釀對科學本質的理解；在學生搜集及解讀資料遭遇問題問題時，應適時給予引導；並增加多媒體資源，以使學生能觀看到早期電腦的樣貌及運作過程，使角色扮演更能深歷其境。This study applied a role playing debate method to help high school student learn computer science history as well as computer science concepts. In the designed debate activity, students were divided into three groups: one group was the inventors of ABC computer, the other group was the inventors of ENIAC computer, and the third group served as the judges of the debate. We conducted a quasi-experimental to investigate the effects (in terms of students’ achievement, attitude toward learning, and understanding of the nature of science) of the debate method. The participants in this study were sixty-seven 10th grade high school students who enrolled in an Introduction to Information Technology course. The results showed that the role playing debate method could promote the learning of computer history. Students showed positive attitudes toward the learning activity and understood more about the nature of science. We suggested that future studies should employ a longer period of experiment, provide students with proper instructions while searching and comprehending information, and offering more multimedia materials about early computers.