不同探索式教學模式對國中生程式設計概念的學習成效及學習態度之影響

Abstract

本研究透過實驗教學探討探索式教學模式(Play-Learn vs. Learn-Play)與先備知識(高先備知識 vs. 低先備知識)對國中生程式設計概念的學習成效與學習態度之影響。研究對象為國中八年級學生，有效樣本為188人，實驗教學活動為期九週，共計405分鐘。學習者的學習成效依程式設計概念認知層次分為「整體概念」、「基本概念」與「進階概念」分別進行分析；學習者的學習態度是探討學習者對實驗教學活動之內在目標導向、外在目標導向、工作價值、自我效能、期望成功和工具使用的看法。研究發現：(1)Play-Learn之探索式教學模式能增進學習者在程式設計概念的學習成效表現；(2)Learn-Play之探索式教學模式能增進學習者在程式設計概念的學習態度表現；(3)高先備知識的學習者比低先備知識的學習者有較正面的學習成效和學習態度。

The purpose of this study was to investigate the effects of type of instructional approach and type of prior knowledge on novices’ learning programming concepts. Two types of instructional approaches, Play-Learn and Learn-Play, and two types of prior knowledge, high prior knowledge and low prior knowledge, were employed in this study. There were 188 junior high students participated in the 9-week programming learning activity. The analysis for learners' learning performance was based on cognitive levels of programming including ovrall conception, basic conception and advanced conception, whereas the analysis for learners' learning attitudes included six aspects, which were intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, expectancy for success beliefs and use of tool. The results revealed that (a) the Play-Learn approach was helpful to novices in programming concepts learning performance; (b) the Learn-Play approach was helpful to novices in programming concepts learning attitudes; and (c) regardless of the instructional strategies, novices with high prior knowledge had better performance and positive attitudes on programming concepts learning.