引導發現式電腦輔助學習於數位電路原理教學之研究

Abstract

本研究的目的是希望透過準實驗研究法，探討引導發現式電腦輔助學習對學生學習數位電路原理及分析之影響，並運用引導式發現學習理論發展一套電腦輔助學習系統，以作為高職資訊科學生學習「順序邏輯同步電路」原理之輔助工具。本研究將引導式發現學習理論的教學理念融入到實驗化課程軟體的設計，設計一套軟體及學習單，期能對高職資訊科學生學習數位電路原理有所幫助。 本研究以高職資訊科一年級187位學生為研究樣本，共分為三組，採不等組前測—後測設計，實驗研究的自變項為三組不同的學習活動，依變項為順序邏輯同步電路成就測驗成績，並以順序邏輯同步電路前測成績為共變項進行單因子共變數分析。學習活動結束後，並進行問卷調查分析。 研究發現：一、引導發現式電腦輔助學習能增進學生學習數位電路之成效；二、引導發現式電腦輔助學習活動可以促進學生自行解決問題的能力；三、學生普遍覺得本次學習活動可提高學習興趣及幫助理解順序邏輯電路的原理；四、本研究所發展的軟體和教材，可作為幫助學生學習順序邏輯同步電路的輔助工具。This study, through quasi-experiment, aims to explore how guided-discovery computer-aided learning approach influences the learning of digital circuit theories of vocational high school students and to exercise this approach to develop a computer- aided learning system to benefit the students in Information Department to learn synchronous circuit of sequential logic. In the study, guided-discovery computer-aided learning approach is designed into the experimental courseware and a set of software and a task list are designed to enhance the proficiency when vocational high school students in Information Department learn digital circuit theories.

Three classes of one hundred and eighty seven vocational high school students in Information Department served as subjects for the study. The pretest-posttest control-group design is adapted in the study. Three kinds of learning activities, the pretest result of synchronous circuit of sequential logic are used in ANCOVA. After the learning activities finish, questionnaire are used to analyze.

Four findings of the study are: (1) guided-discovery computer-aided learning approach can enhance the effectiveness of students’ learning digital circuit. (2) Guided-discovery computer-aided learning approach can promote the students to solve their problems by themselves. (3) The activities strengthen the learning interest and help them to understand the theories of synchronous circuit of sequential logic. (4) The software and the task lists in the study can serve as a beneficial learning aid.