引導策略與學習順序對國小機器人程式設計學習成效及態度之影響

Abstract

本研究旨在探討引導策略(程序引導、問題引導)、學習順序及性別對國小五年級學生在程式設計學習的成效及態度之影響。研究對象為國小五年級學習者，共224人參與實驗教學，有效樣本203人。研究設計採因子設計之準實驗研究法，自變項包含引導策略與學習順序，引導策略分為「程序引導」及「問題引導」兩種類型，學習順序分為「Scratch+機器人」及「機器人+Scratch」；依變項則包含程式設計學習成效(知識理解、知識應用)及學習態度(學習動機、幫助度、滿意度)。 研究結果顯示：在學習成效方面，(1)就知識理解而言，男生在知識理解表現優於女生；在「Scratch+機器人」學習順序時，程序引導組的知識理解表現優於問題引導組、在使用程序引導策略時，「Scratch+機器人」組的知識理解表現優於「機器人+ Scratch」組；(2)就知識應用而言，男生的程式設計知識應用表現優於女生；引導策略及學習順序各組間的知識應用表現則無顯著差異。在學習態度方面，(3)各實驗組對機器人程式設計學習上均抱持正向態度，特別是「機器人+ Scratch」組有較高的學習動機與滿意度。The purpose of this study was to investigate the effects of learning guidance strategy and learning sequence on elementary students' performance in learning programming. Participants were 203 fifth grade elementary students. The independent variables of this research were learning guidance strategy, learning sequence and gender. The learning guidance strategies included procedural guidance and question guidance. The dependent variables included learning performance and learning attitude. The quasi-experimental design was applied in this study. The result revealed that: (a) For knowledge comprehension performance, male students had better learning outcomes than female students on the programming; learning learners in procedural guidance integrated with robot using ultimately performed significantly better on the understanding of programming concept than those learners using robot beforehand; (b) For knowledge application performance, male students had better learning outcomes than female students on the programming learning; whereas there was no significant difference between the learning guidance strategy and learning sequence group. (c) Learners using robot ultimately had more positive impact on learners' attitudes toward learning satisfaction.