本研究將合作學習運用在國小學童的Logo程式設計教學中，並探討何種合作學習方式較能有效促進學習效果。本研究分兩階段實施。第一階段的研究目的在於檢驗非引導合作學習能否提升學習效果。研究者以一班國小六年級學童為合作學習組，另一班為個別學習組，進行十四週的程式設計教學。實驗結果顯示兩組學生在成就測驗的表現並無顯著差異。研究者同時由第一階段的實驗中獲得以下結論：若能在學童合作學習的過程中，以適當的方式介入引導，以增加學童在分析、設計、執行、除錯與反思階段之討論與分享，應能有效提升合作學習的效果。因此，研究者在第二階段的研究中，以國小六年級三個班的學童為對象，進行「引導式合作學習」、「非引導式合作學習」與「個別學習」三種學習方式的教學實驗，為期十四週，以探討引導式合作學習能否使學生在成就測驗上有較佳的表現，以及高、中、低程度群中，哪一類學生較能受惠於引導式合作學習。研究結果顯示引導合作有助於學童學習程式設計，而且學習時間越長、內容難度越高影響越顯著；此外，引導合作對高、中、低程度的學童學習程式設計都有顯著影響，對低程度的學童影響尤其顯著。引導合作學習同時使得學童投注較多時間在程式設計歷程的分析、設計與反思階段，並使得學童在合作過程中有意義的對話大量增加。

This research investigated whether elementary school students would learn Logo programming better through guided collaboration. A two-stage experiment was conducted. At the first stage, which lasted 14 weeks, 33 students learned Logo programming through collaboration (without explicit guidance), while 32 students learned it individually. Results did not indicate any significant difference in test grades between the two groups. At the second stage, which also lasted 14 weeks, three classes of six-graders, totally 96 students, participated in the experiment. One class was randomly designated as the guided-collaboration group and the other two classes the unguided-collaboration and the individual-learning groups respectively. Analyses of data gathered at this stage revealed that students who learned through guided-collaboration significantly outperformed those who learned individually or through unguided collaboration. Besides, the degree of outperformance increased as the learning material became more challenging. It was also observed that, though guided collaboration benefited students of all intelligence levels, it was particularly beneficial to low-achievers. Furthermore, guided collaboration succeeded in prompting students to spend more time at the analysis, the design and the reflection steps during program development, and students were able to engaged in more meaningful conversation at each step than those in the unguided-collaboration group.

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