機器車前導組織對程式設計心智模型的影響

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2010

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本研究的目的在探討機器車做為前導組織對於學生學習程式設計之影響,探討範圍包括學習成就、態度及心智模型。研究採準實驗設計,參與者為台北某高中高一學生2班共66人,實驗時間共8週(16小時),學生依使用機器車前導組織教學,分為機器車組及控制組。兩組差別僅在於第一週是否使用機器車作為程式設計前導組織,第一週後兩組皆使用傳統程式設計教學。 研究結果發現:(1)機器車前導組織有助於提升學生的設計程式能力,(2)機器車前導組織對於學生學習興趣並未造成影響,(3)學生對使用機器車學習程式設計抱持正向態度,(4)機器車前導組織所建立的心智模型有助於初學者學習程式設計,(5)機器車前導組織課程可能建構錯誤的循序結構心智模型,因此建議教學者在使用機器車進行程式設計教學時,需注意此類錯誤心智模型的產生。
This study investigated the effects of using robots as an advance organizer for learning programming and the mental models might result from the strategy. A quasi-experiment design was implemented in this study. Two classes of high school students, a total of 66 students, had participated in this study. The experiment lasted for eight weeks, with 2 hours per week, totaling 16 hours. One class of the students served as the experiment group, who had robot programming activities as the advance organizer in the first week and then switched to the traditional approach in the rest weeks; the other class served as the control group, who used the traditional programming learning approach throughout the experiment. The findings of this study were: (1) The robot advance organizer had effects on students’ program design performance, but not program comprehension performance. (2) The robot advance organizer did not affect students’ attitudes toward programming in general; however, students appreciated the use of robots as programming learning tools. (3) Most of the mental models resulted from the robot advance organizer were viable for learning programming. (4) Occasionally, some students might have misconception on the sequential concepts due to the prior robot advance organizer activities.

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LEGO Mindstorms, 機器車, 前導組織, 心智模型, LEGO Mindstorms, robot, advance organizer, mental model

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