陳明溥Ming-Puu Chen韓宜娣Yi-Ti Han2019-08-292014-02-252019-08-292011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697080201%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93039本研究旨在探討不同鷹架支持(後設認知鷹架、程序鷹架)與電腦自我效能(高電腦自我效能、低電腦自我效能)對國小六年級學生程式設計學習表現與學習態度之影響。研究對象為國小六年級學生，有效樣本為77 人，研究設計採因子設計之準實驗研究法，自變項包含鷹架支持與電腦自我效能，鷹架支持分為「後設認知鷹架」及「程序鷹架」兩種類型，電腦自我效能依據電腦自我效能量表之分數，分為「高電腦自我效能」及「低電腦自我效能」；依變項則包括程式設計學習表現與電腦課學習態度。研究結果發現：(1)後設認知鷹架能提升學習者在較高層次的程式設計學習表現；(2)高電腦自我效能學習者有較佳的程式設計學習表現和電腦課學習態度；(3)無論是接受後設認知鷹架或程序鷹架的學習者對於Stagecast Creator程式設計教學皆持正面肯定態度。The purpose of this study was to examine the effects of scaffolding and computer self-efficacy on sixth graders' performance and attitude of programming. Participants were 77 sixth graders of an elementary school. The methodology of this study was quasi-experimental design. The independent variables of this research contained scaffolding and computer self-efficacy. According to the different designs, the types of scaffolding were metacognitive scaffolding and procedural scaffolding. And computer self-efficacy was divided into high computer self-efficacy and low computer self-efficacy. The dependent variables included learning performance and learning attitudes. The results revealed that：(a) the metacognitive scaffolding facilitated learners' higher level performance of programming. (b) learners with high computer self-efficacy obtained more positive performance and attitude of programming. (c) regardless of the scaffolding types, both students held positive attitudes toward the use of Stagecast Creator for teaching programming.後設認知鷹架程序鷹架電腦自我效能程式設計metacognitive scaffoldingprocedural scaffoldingcomputer self-efficacyprogramming