範例引導與問題導向混合學習策略對國小學生機器人程式學習成效的影響
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2021
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問題導向的學習策略已被廣泛地運用在機器人程式設計等跨領域課程，但在此策略中加入範例的引導是否能更具學習成效，是常被關切的課題。本研究以準實驗法，探究「範例引導混合問題導向學習」以及「一般問題導向學習」兩種不同但常用之教學策略的成效，針對95名國民小學五年級學生，進行各14節的機器人程式設計課程。課程前後以自編關鍵能力量表評量學生的自主學習、合作學習、問題解決、批判思考及創造創新等能力。在評量實施後以國際運算思維測驗（Bebras test）評量學生運算思維，和以認知負荷量表評量學生在兩種學習策略下，學習機器人程式設計的認知負荷。研究結果顯示混合範例引導與問題導向學習策略，因為有適切的鷹架範例導入，可以：提升國小學生的自主學習、合作學習、問題解決以及批判思考等能力，並在學習機器人程式設計上有較好的學習成就，同時提升學生在機器人程式設計的運算思維、降低學生的知負荷。
Problem-based learning(PBL) strategy has been widely applied to interdisciplinary curricula, including robotics programming. However, whether incorporating the guidance of examples into this strategy can increase learning effectiveness is frequently discussed. This study explores the effectiveness of two different but commonly used learning strategies, that is, “problem-based learning combined with example guidance ” and “general problem-based learning”, through a quasi-experimental method. A 14-period robotics programming course was implemented for 95 elementary school fifth-graders. A self-designed key competency scale was used to assess the students’ competencies before and after the course, including autonomous learning, cooperative learning, problem solving, critical thinking, and creativity and innovation. Following the assessment, the Bebras test was administered to evaluate the computational thinking of the students, and a cognitive load assessment was implemented to evaluate the cognitive load of students when learning robotics programming through the two different learning strategies.Consequently, the example-guided and problem-based combined learning strategy can enhance elementary school students’ autonomous learning, cooperative learning, problem solving, and critical thinking skills, achieve better learning achievement effectiveness in robotics programming because of the incorporation of appropriate scaffolding examples. In addition, the mixed learning strategy can also improve the students’ computational thinking in robotics programming and reduce their cognitive load.
Problem-based learning(PBL) strategy has been widely applied to interdisciplinary curricula, including robotics programming. However, whether incorporating the guidance of examples into this strategy can increase learning effectiveness is frequently discussed. This study explores the effectiveness of two different but commonly used learning strategies, that is, “problem-based learning combined with example guidance ” and “general problem-based learning”, through a quasi-experimental method. A 14-period robotics programming course was implemented for 95 elementary school fifth-graders. A self-designed key competency scale was used to assess the students’ competencies before and after the course, including autonomous learning, cooperative learning, problem solving, critical thinking, and creativity and innovation. Following the assessment, the Bebras test was administered to evaluate the computational thinking of the students, and a cognitive load assessment was implemented to evaluate the cognitive load of students when learning robotics programming through the two different learning strategies.Consequently, the example-guided and problem-based combined learning strategy can enhance elementary school students’ autonomous learning, cooperative learning, problem solving, and critical thinking skills, achieve better learning achievement effectiveness in robotics programming because of the incorporation of appropriate scaffolding examples. In addition, the mixed learning strategy can also improve the students’ computational thinking in robotics programming and reduce their cognitive load.
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範例引導與問題導向混合學習, 一般問題導向學習, 機器人程式設計, 學習策略, 鷹架學習, example-guided and problem-based combined learning, general problem-based learning, robotics programming learning strategy, scaffolding learning