電腦科學史教材對學生科學本質觀、學習成就和學習態度之影響

Abstract

本研究旨在發展高中資訊科技概論電腦科學史教材，並評估該教材對高中生科學本質、學習態度、學習成就以及概念脈絡發展之影響。教材的範圍為電腦網路單元，依此蒐集約二十多則相關的歷史素材，並以HEM圖發展電腦科學史教材。教材評估採取準實驗設計，參與者為南部某公立高中兩個班級，一共64位學生，實驗時間共五節課，依班級分成實驗組32人和控制組32人，兩組教學的差異在於教材內容是否包含電腦科學史。教學後學生填答科學本質量表、成就測驗以及態度問卷。研究結果顯示，電腦科學史教材能夠：（1）有效提昇學生的科學事業本質觀及科學方法本質觀，（2）增進學生對於電腦網路概念脈絡的理解，（3）增加學生學習電腦網路的興趣。建議未來設計電腦科學史教材可以採用HEM圖方式，並運用吸引學生之歷史素材以及資訊科技，以提昇學生學習科學史的興趣。This study explored the effects of integrating history of computing into teaching high school computer science classes. We aimed to promote students’ understating of science nature, learning the context of concept development, achievement, and attitudes on learning through computing history materials. The materials developed with historical episodes map (HEM), and had three storylines and more than 20 events related to the history of networking. A total of 64 students from two Grade 11 classes participated in this study. One class with 32 students served as the control group, and the other class also with 32 students was the experimental group. The control group was taught using traditional textbook, while the experimental group was taught using the HEM-designed materials. The two groups were taught with the same concepts about networking and doing similar discussions in class. The experiment lasted for 5 class periods. The finding revealed that teaching through computing history materials could (1) improve students’ the nature of scientific method and scientific enterprise, (2) enhance the understanding of the context of concept development, and (3) have- positive effects on students’ attitudes toward learning network. We suggested that computer educator to use HEM to develop historical-related teaching materials to promote student learning, and to design the materials with interesting history events and advanced technology, such as augmented reality, to enhance students’ interesting in learning history.