國小學童親子共學Scratch程式設計之個案研究

Abstract

本研究旨在觀察與分析國小高年級學童親子共學Scratch程式設計之互動情形，及其對學童獨自解題的影響，並探討個案之Scratch使用心得與親子共學意願。研究實施採質性研究之多重個案研究法，參與者為三對自願參與之國小高年級親子組。共學過程為期三天，三組個案於學習Scratch程式設計之過程中，以親子合作方式完成12個Scratch專案，並於課程結束時由學童獨自完成兩個專案，以進行學習成效評量。親子共學過程中，研究者以現場觀察、課後訪談、及螢幕錄製等方式收集研究資料。研究結果顯示，雖然參與本研究之家長均未曾學習Scratch程式設計，且電腦使用經驗粗淺，但在親子共學過程中，仍以家長引導學童學習為主，且學童很仰賴家長的協助，鮮少出現親子互相討論解題方法、交換學習心得的情形，因而家長的帶領方式也就影響了學童獨自解題的表現；另因家長本身少有親自練習的機會，因此在共學過程中之學習收穫相對有限。針對Scratch程式語言之看法方面，家長與學童都認為Scratch很有趣，適合國小學童學習。此外，家長和孩子們對於能有機會一起學習程式設計都表示歡迎，但部份家長擔心孩子在學習上產生依賴心理，因此對於是否繼續與孩子共學有所保留。A multi-case study approach was used in this research to investigate parent-child interactions while they learned to solve Scratch programming problems together, how the co-learning process influenced children’s performance when they were required to solve problems alone, whether the participants enjoyed co-learning, and how they thought of Scratch as a language for elementary school students. Three parent-child pairs participated voluntarily in this research. The three children were in their fifth or sixth grade. During the three days when the participants learned to program in Scratch, each parent-child pair did 12 projects collaboratively. The three children were then asked to complete two projects alone for the purpose of performance assessment. The interactions between each parent-child pair while they solve problems together were observed and screen-capture software was used to record their program development process. The participants were also interviewed individually at the end of the course. The results revealed that the parents tended to guide their children step by step toward completion of a project even though their computer experience was rather limited and none of them had learned Scratch programming before, and all three children relied heavily on their parents for guidance and support. Rarely did exchange of problem-solving ideas or sharing of learning experience occur in any parent/child pair. Consequently, the three children’s problem-solving performance was influenced by how they had been guided by their parents. It was also observed that parents’ learning might have been relatively superficial since they seldom had the control of the computer to try their hands on writing Scratch programs themselves. All participants found Scratch programming interesting and suitable for elementary school students; moreover, all of them welcomed the opportunity of co-learning programming with their parents/children. However, some parents had reservations about co-learning again, fearing that co-learning might inadvertently encourage children’s reliance on them for learning.