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研究生: 王正如
Cheng-ju, Wang
論文名稱: 機器車前導組織對程式設計心智模型的影響
The Effects of Advance Organizer for Learning Programming: A Survey of Student’s Mental Models
指導教授: 吳正己
Wu, Cheng-Chih
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2010
畢業學年度: 98
語文別: 中文
論文頁數: 120
中文關鍵詞: LEGO Mindstorms機器車前導組織心智模型
英文關鍵詞: LEGO Mindstorms, robot, advance organizer, mental model
論文種類: 學術論文
相關次數: 點閱:180下載:22
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  • 本研究的目的在探討機器車做為前導組織對於學生學習程式設計之影響,探討範圍包括學習成就、態度及心智模型。研究採準實驗設計,參與者為台北某高中高一學生2班共66人,實驗時間共8週(16小時),學生依使用機器車前導組織教學,分為機器車組及控制組。兩組差別僅在於第一週是否使用機器車作為程式設計前導組織,第一週後兩組皆使用傳統程式設計教學。
    研究結果發現:(1)機器車前導組織有助於提升學生的設計程式能力,(2)機器車前導組織對於學生學習興趣並未造成影響,(3)學生對使用機器車學習程式設計抱持正向態度,(4)機器車前導組織所建立的心智模型有助於初學者學習程式設計,(5)機器車前導組織課程可能建構錯誤的循序結構心智模型,因此建議教學者在使用機器車進行程式設計教學時,需注意此類錯誤心智模型的產生。

    This study investigated the effects of using robots as an advance organizer for learning programming and the mental models might result from the strategy. A quasi-experiment design was implemented in this study. Two classes of high school students, a total of 66 students, had participated in this study. The experiment lasted for eight weeks, with 2 hours per week, totaling 16 hours. One class of the students served as the experiment group, who had robot programming activities as the advance organizer in the first week and then switched to the traditional approach in the rest weeks; the other class served as the control group, who used the traditional programming learning approach throughout the experiment. The findings of this study were: (1) The robot advance organizer had effects on students’ program design performance, but not program comprehension performance. (2) The robot advance organizer did not affect students’ attitudes toward programming in general; however, students appreciated the use of robots as programming learning tools. (3) Most of the mental models resulted from the robot advance organizer were viable for learning programming. (4) Occasionally, some students might have misconception on the sequential concepts due to the prior robot advance organizer activities.

    目 錄............................................................................................................................ I 圖 次........................................................................................................................... II 表 次.......................................................................................................................... III 第一章 緒論................................................................................................................ 1 第一節 研究背景與動機.................................................................................... 1 第二節 研究目的................................................................................................ 4 第二章 文獻探討........................................................................................................ 5 第一節 程式設計教學問題................................................................................ 5 第二節 機器人與程式設計................................................................................ 8 第三節 前導組織.............................................................................................. 10 第四節 心智模型.............................................................................................. 13 第三章 研究方法...................................................................................................... 21 第一節 研究設計.............................................................................................. 21 第二節 研究參與者.......................................................................................... 22 第三節 研究工具.............................................................................................. 22 第四節 教學規劃.............................................................................................. 29 第五節實施步驟.............................................................................................. 33 第六節資料分析方法...................................................................................... 35 第四章 結果與討論.................................................................................................. 37 第一節 學習成就.............................................................................................. 37 第二節 學習態度.............................................................................................. 41 第三節 心智模型.............................................................................................. 45 第五章 結論與建議.................................................................................................. 62 第一節 結論...................................................................................................... 62 第二節 建議...................................................................................................... 64 參考文獻...................................................................................................................... 65 附錄A 實驗組學習活動問卷 .......................................................................... 70 附錄B 控制組學習活動問卷 .......................................................................... 71 附錄C 成就測驗卷 .......................................................................................... 72 附錄D 機器車前導組織教學講義 .................................................................. 76 附錄E 傳統程式設計教學講義 ...................................................................... 84

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