互動式歷史小故事融入電腦科學教學
No Thumbnail Available
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在應用互動式歷史小故事教材於電腦科學概念的學習，並評估此學習活動對高中生學習科學本質，以及學習電腦科學的態度及成就之影響。本研究發展了三個互動式歷史小故事，包括：「編譯器的發明」、「高階語言─C 語言」，及「機器懂得思考嗎？」，分別讓學生學習編譯器、高階程式語言的發展、人工智慧等三個重要概念。教材的發展是將與欲學習電腦科學概念相關的歷史人物事蹟編成簡短故事，由教師使用投影片及影片說故事，並在故事進行中的關鍵點（概念發展突破處或人物衝突處）中斷故事，鼓勵學生提問與嘗試解決問題，讓學生從故事的發展及討論過程中認識科學概念及科學本質。學習活動的評估採準實驗設計，參與者為北部地區某高中四個班級學生，共計 136 人。學生以班級為單位分成實驗組和控制組，實驗時間共三週，每週一節課進行一個小故事之教學活動，實驗組使用互動式歷史小故事教材，控制組授課教師使用傳統未含歷史故事方式教學，教學實驗後，以自編科學本質問卷、學習概念評量表、及態度問卷施測。
研究結果顯示，互動式歷史小故事學習活動對於學生學習態度有正向影響，學生更能了解電腦科學概念發展的整體脈絡，以及發展過程中所遇到的問題與解決方法；在科學本質方面，也較能以電腦科學家的觀點去闡明自己的想法。建議未來研究應延長教學實驗時間，以期讓歷史小故事有足夠時間產生效應，更深入觀察對學生科學本質的影響；在故事內容設計上，宜更進一步與學生生活經驗連結，並適度引入相關之歷史多媒體素材。
This study developed three interactive historical vignettes (IHVs) to teach high school students computer science concepts. The three developed IHVs address the concepts of a compiler, high-level languages, and artificial intelligence respectively. The developed IHVs materials were delivered in a high school computer science course to evaluate its effects on students’ learning, in terms of achievement, interest in learning activities, as well as understanding the nature of science. The study reveals that by applying the IHVs approach, students learned the computer science concepts better than students who used the traditional approach. The IHVs group understood better the context of how a concept developed, and the problems encountered and how they were solved during the evolution of the concept. In addition, students showed positive attitudes toward IHVs activities and understood more about the nature of science. It is suggested that future studies should employ a longer period of experiment so that the effects might be more significant, connect IHVs with students’ life experience to interest students, and use more historical multimedia materials to maintain students’ attentions.
This study developed three interactive historical vignettes (IHVs) to teach high school students computer science concepts. The three developed IHVs address the concepts of a compiler, high-level languages, and artificial intelligence respectively. The developed IHVs materials were delivered in a high school computer science course to evaluate its effects on students’ learning, in terms of achievement, interest in learning activities, as well as understanding the nature of science. The study reveals that by applying the IHVs approach, students learned the computer science concepts better than students who used the traditional approach. The IHVs group understood better the context of how a concept developed, and the problems encountered and how they were solved during the evolution of the concept. In addition, students showed positive attitudes toward IHVs activities and understood more about the nature of science. It is suggested that future studies should employ a longer period of experiment so that the effects might be more significant, connect IHVs with students’ life experience to interest students, and use more historical multimedia materials to maintain students’ attentions.
Description
Keywords
電腦科學史, 科學本質, 互動式歷史小故事, Computer science history, Interactive historical vignettes, Nature of science