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研究生: 呂郁欣
Lu, Yu-Shin
論文名稱: 引導策略與學習順序對國小機器人程式設計學習成效及態度之影響
The Effects of Learning Guidance Strategy and Learning Sequence on Elementary Students' Performance and Attitude of Programming
指導教授: 陳明溥
Chen, Ming-Puu
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: 2017
畢業學年度: 105
語文別: 中文
論文頁數: 104
中文關鍵詞: 程式設計引導策略學習順序機器人教育性別
英文關鍵詞: Programming, learning guidance strategy, learning sequence, robotic learning, gender
DOI URL: https://doi.org/10.6345/NTNU202202582
論文種類: 學術論文
相關次數: 點閱:192下載:14
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  • 本研究旨在探討引導策略(程序引導、問題引導)、學習順序及性別對國小五年級學生在程式設計學習的成效及態度之影響。研究對象為國小五年級學習者,共224人參與實驗教學,有效樣本203人。研究設計採因子設計之準實驗研究法,自變項包含引導策略與學習順序,引導策略分為「程序引導」及「問題引導」兩種類型,學習順序分為「Scratch+機器人」及「機器人+Scratch」;依變項則包含程式設計學習成效(知識理解、知識應用)及學習態度(學習動機、幫助度、滿意度)。
    研究結果顯示:在學習成效方面,(1)就知識理解而言,男生在知識理解表現優於女生;在「Scratch+機器人」學習順序時,程序引導組的知識理解表現優於問題引導組、在使用程序引導策略時,「Scratch+機器人」組的知識理解表現優於「機器人+ Scratch」組;(2)就知識應用而言,男生的程式設計知識應用表現優於女生;引導策略及學習順序各組間的知識應用表現則無顯著差異。在學習態度方面,(3)各實驗組對機器人程式設計學習上均抱持正向態度,特別是「機器人+ Scratch」組有較高的學習動機與滿意度。

    The purpose of this study was to investigate the effects of learning guidance strategy and learning sequence on elementary students' performance in learning programming. Participants were 203 fifth grade elementary students. The independent variables of this research were learning guidance strategy, learning sequence and gender. The learning guidance strategies included procedural guidance and question guidance. The dependent variables included learning performance and learning attitude. The quasi-experimental design was applied in this study.
    The result revealed that: (a) For knowledge comprehension performance, male students had better learning outcomes than female students on the programming; learning learners in procedural guidance integrated with robot using ultimately performed significantly better on the understanding of programming concept than those learners using robot beforehand; (b) For knowledge application performance, male students had better learning outcomes than female students on the programming learning; whereas there was no significant difference between the learning guidance strategy and learning sequence group. (c) Learners using robot ultimately had more positive impact on learners' attitudes toward learning satisfaction.

    摘要 i 目錄 vii 附表目錄 ix 附圖目錄 xi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 5 第三節 研究範圍與限制 6 第四節 重要名詞釋義 8 第二章 文獻探討 10 第一節 程式設計教學 10 第二節 引導策略 17 第三節 性別 20 第四節 體驗式學習 22 第三章 研究方法 26 第一節 研究對象 26 第二節 研究設計 27 第三節 實驗流程 37 第四節 研究工具 38 第五節 資料分析 41 第四章 研究結果與討論 46 第一節 程式設計學習成效分析 46 第二節 程式設計學習態度分析 53 第五章 結論與建議 60 第一節 結論 60 第二節 建議 62 參考文獻 65 附錄一 程式設計學習成效測驗卷 70 附錄二 程式設計學習態度問卷 81 附錄三 程序引導學習單 83 附錄四 問題引導學習單 94

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