應用運算思維導向程式設計教學模式於國小學生學習迴圈概念

Abstract

本研究以運算思維導向程式設計教學模式教授國小學生迴圈概念，並探討此模式對學生學習成就、運算思維和學習態度之影響。該模式是在學生進行程式設計解決問題之前，先透過逐步運算的過程中觀察解題規律，以理解迴圈的運作過程，然後再使用迴圈結構解決問題，並進而培養學生運算思維。本研究採準實驗研究設計，共102位國小四年級學生參與實驗。實驗組（53位）採用運算思維導向程式設計教學模式，對照組（49位）則使用傳統教學模式。研究工具包括：學習單、成就測驗、運算思維測驗、態度問卷、及Dash機器人。 研究結果顯示，兩組學生在成就測驗、運算思維能力及態度皆無顯著差異。根據課堂觀察沒有達到顯著差異的原因可能為：（1）兩種教學模式從不同面向幫助學生學習迴圈，（2）傳統模式在講解迴圈觀念也強調運算思維，（3）教學設計的安排，讓實驗組擁有較少的練習時間，（4）教材中的巢狀迴圈圖形對於國小學生過於複雜。建議未來研究應考慮學生的先備知識及認知能力，並給予學生更多的鷹架引導，以及更多的時間思考及練習；並可以將運算思維導向程式設計教學模式運用在其他主題，釐清是否因概念之差異而有不同之效果。

This study applied the computational thinking-based programming teaching model to teach elementary school students to learn loop concepts. The effects of the model on students' learning achievement, computational thinking, and learning attitudes were investigated. This study adopts a quasi-experimental research design. One hundred and two 4th grade elementary school students participated in the experiment. The experimental group (53 students) used the computational thinking-based programming teaching method, while the control group (49 students) used the traditional teaching method. The research tools used in this study included activity worksheets, an achievement test, a computational thinking test, an attitude questionnaire, and the Dash robot. The results showed that there was no significant difference between the computational thinking-based method and the traditional method in terms of students’ achievement test, computational thinking ability, and attitudes toward learning. Possible reasons for the results were: (1) the two teaching methods equally helped students learn loop concepts but from different perspectives, (2) the traditional method also embedded the merit of computational thinking, (3) the experimental group did not have enough time on practice activities, and (4) the nested loops were too complicated for elementary students to learn. Future studies on applying the computational thinking-based method should consider students' prior knowledge and cognitive abilities, provide scaffolding during learning, and allow more time on practice. It is suggested to apply the computational thinking-based model on other programming topics to explore how the effects may be different due to the nature of the concepts.