簡易檢索 / 詳目顯示

研究生: 何胤廷
Yin-Ting He
論文名稱: 引導式學習單應用於Scratch程式設計教學之成效分析
An Analysis of the Effects of Using Guiding Worksheets in Scratch Programming Instruction
指導教授: 林美娟
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: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 101
中文關鍵詞: Scratch程式設計程式設計教學引導式學習單
英文關鍵詞: Scratch Programming, programming instruction, guiding worksheet
論文種類: 學術論文
相關次數: 點閱:300下載:73
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究將引導式學習單應用於國小學童Scratch程式設計教學中,目的在於探討引導式學習單是否能有效增進學童的程式設計學習成效。本研究使用準實驗研究設計,分為實驗組及控制組。實驗對象為新北市某國小共115人。其中59人為實驗組,56人為控制組。兩組課程內容均以Scratch程式設計主題概念為主軸,並配合研究者所設計的Scratch專案作為教材。實驗組學生進行專案實作練習時,需依規定填答學習單上的問題,並於作業完成時繳交;對照組學生則由授課老師以口頭、板書及螢幕示範方式進行教學,詳述專案中所需使用之指令及解題步驟。每次專案教學結束後,以該專案所講授之程式設計主題概念作為測驗內容,對兩組學生實施程式設計紙筆及上機測驗。本教學實驗為期14週,共進行七次紙筆及上機考試。最後於所有課程及測驗結束後,對實驗組學生實施學習單使用滿意度問卷。實驗結果顯示,在七次的紙筆測驗成績中,實驗組學生均顯著優於對照組;在七次的實作測驗中,實驗組於第二次到第七次的測驗表現均顯著優於對照組。另外問卷調查結果顯示,絕大多數實驗組學生認為本研究所設計之引導式學習單確實能有效幫助學生學習Scratch程式設計。

    A quasi-experiment involving 115 sixth graders was used in this study to investigate if the use of guiding worksheets would improve the effectiveness of learning Scratch programming. Fifty-nine students from two intact classes were assigned to the experimental group and 56 from the other two classes to the control group. All participants used the same Scratch projects designed by the researcher to learn the fundamental Scratch commands and the process of how to implement a Scratch project. However, each student in the experimental group was required to fill out a worksheet which contained a sequence of questions intended to enhance students’ understanding of the Scratch commands to be used in a specific project and, furthermore, to guide the students through the problem-solving process; in contrast, students in the control group received traditional instruction in which the instructor explained the same Scratch commands orally and demonstrated the problem-solving process by broadcasting her screen to student computers. All students took a test at the completion of each project. Each test included two parts: the written part contained multiple-choice questions to assess students’ comprehension of the Scratch commands they had just learned, whereas the programming part required students to apply those commands in implementing a designated project. Seven sets of test scores were collected during the 14-week period of the experiment. A statistical analysis of the test scores showed that the experimental group significantly outperformed the control group in all seven written tests and six out of the seven programming tests. In addition, the questionnaire survey, which was administered to students in the experimental group at the end of the experiment, revealed that the majority of students considered the guiding worksheets useful in helping them to learn Scratch programming more effectively.

    表目錄............................................vi 圖目錄............................................iv 第一章 緒論........................................1 第一節 研究背景 ...................................1 第二節 研究目的 ...................................2 第二章 文獻探討 ...................................4 第一節 Scratch程式語言 ...........................4 第二節 Scratch語言與物件導向語言的關係 ...........7 第三節 Scratch程式設計教學 ...................9 第四節 物件導向程式分析與設計 ...................9 第五節 綜合論述 ..................................10 第三章 研究方法 ..................................12 第一節 研究變項 ..................................12 第二節 研究參與者 ................................13 第三節 研究程序 ..................................14 第四節 研究工具 ..................................17 第四章 研究結果與討論 ..........................33 第一節 測驗成績分析 ..........................33 第二節 全學期測驗成績整體比較 ..................38 第三節 學習單滿意度問卷調查結果分析 ..........42 第五章 結論與建議 ..........................43 第一節 研究結論 ..................................43 第二節 教學應用建議 ..........................44 第三節 未來研究建議 ..........................44 參考文獻 ..................................46 附錄一 專案一引導式學習單 ..................50 附錄二  專案二引導式學習單 ..................56 附錄三   專案三引導式學習單 ..................64 附錄四 專案四引導式學習單 ..................70 附錄五 專案五引導式學習單 ..................75 附錄六 專案六引導式學習單 ..................82 附錄七 專案七引導式學習單 ..................86 附錄八 專案一測驗卷(條件敘述及迴圈概念) ..89 附錄九 專案二測驗卷(條件判斷概念) ..........90 附錄十 專案三測驗卷(亂數概念) ..........91 附錄十一 專案四測驗卷(變數概念) ..........92 附錄十二 專案五測驗卷(輸入控制概念) ..........93 附錄十三 專案六測驗卷(廣播概念) ..........94 附錄十四 專案七測驗卷(廣播概念) ..........95 附錄十五 小烏龜畫圖專案內容 ..................96 附錄十六 水族箱專案內容 ..................97 附錄十七 打地鼠易專案內容 ..................98 附錄十八 打地鼠難專案內容 ..................98 附錄十九 小烏龜畫圖難專案內容 ..................99 附錄二十 小小指揮家專案內容 .................100 附錄二十一 打棒球專案內容 .................101 表目錄 表3.1.1 五年級學科能力t檢定表 13 表3.3.1  實驗實施流程 14 表3.4.1 控制類指令 18 表3.4.2 運算類指令 19 表3.4.3 變數類指令欄 19 表3.4.4 偵測類指令欄 19 表3.4.5 動作類指令 20 表3.4.6 外觀類指令 20 表3.4.7 聲音類指令 21 表3.4.8 畫筆類指令 21 表3.4.9  專案及對應之教學主題 21 表3.4.10 「小小指揮家」專案內容 22 表3.4.11 「小小指揮家」專案程式 23 表3.4.12 「小小指揮家」學習單之觀察階段 24 表3.4.13 「小小指揮家」學習單之分析階段 25 表3.4.14 「小小指揮家」學習單之設計階段 26 表3.4.15 小小指揮家學習單之設計階段-2 27 表3.4.16 小小指揮家之課後練習作業 29 表3.4.17 「貓咪問問題2」之程式說明 30 表3.4.18 「貓咪問問題2」之測驗題目 30 表3.4.19 學習單滿意度問卷 32 表4.1.1 第一次測驗結果分析 33 表4.1.2 第二次測驗結果分析 34 表4.1.3 第三次測驗結果分析 35 表4.1.4 第四次測驗結果分析 35 表4.1.5 第五次測驗結果分析 36 表4.1.6 第六次測驗結果分析 37 表4.1.7 第七次測驗結果分析 38 表4.2.1 筆試成績整體比較表 38 表4.2.2 實作成績整體比較表 39 表4.2.3 測驗總分整體比較表 41 表4.3.1 學習單使用滿意度問卷統計表(人次/百分比) 42    

    Booch, G., Rumbaugh, J., & Jacobson, I. (1997). The Unified Modeling Language for Object-Oriented development, Documentation Set Version 1.0. Cupertino, CA: Rational Software Corporation.
    Brown, D. W., & Brown, D. W. (2002). An introduction to object-oriented analysis: Objects and UML in plain English. Hoboken, NJ: Wiley.
    Brown, Q., Mongan, W., Garbarine, E., Kusic, D., Fromm, E., & Fontecchio, A. (2008). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle year classroom. American Society for Engineering Education.
    Calder, N. (2010). Using Scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom, 15(4), 9-14.
    Crook, S. (2009). Embedding Scratch in the classroom. International Journal of Learning and Media, 1(4), 17-21.
    Delclos, V. R., Littlefield, J., & Bransford, J. D. (1985). Teaching thinking hrough Logo: The importance of method. Roeper Review, 7(3), 153-156.
    Fadjo, C., Shin, J., Lu, M. S., Chan, M., & Black, J. (2008). Embodied cognition and video game programming. Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2008, No. 1, pp. 5749-5756).
    Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with scratch on future teachers' opinions and attitudes about programming and ICT in education. ACM SIGCSE Bulletin, 41(3), 258-262.

    Hsu, H. M., & Wang, G. C. (2011). Game design with Scratch: Implications on computer support for collaborative learning. Consumer Electronics, Communications and Networks (CECNet), 2011 International Conference on (pp. 3193-3196).
    Kafai, Y., Roque, R., Fields, D., & Monroy-Hernández, A. (2011). Collaboration by choice: Youth online creative collabs in Scratch. Proceedings of the International Conference on Computers in Education.
    Lai, C. S., & Lai, M. H. (2012). Using computer programming to enhance science learning for 5th graders in Taipei. Computer, Consumer and Control (IS3C), 2012 International Symposium on (pp. 146-148).
    Larman, C. (2002). Applying UML and Patters: An introduction to Object-oriented analysis and design and the Unified Process (Vol. 130925691). Prentice Hall, ISBN.
    Lin, J. C., Li, Y. L., Ho, R. G., & Li, C. C. (2007). Effects of guided collaboration on sixth graders’ performance in logo programming. Frontiers In Education Conference-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007. FIE'07. 37th Annual (pp. T1B-11).
    Malan, D. J., & Leitner, H. H. (2007, March). Scratch for budding computer scientists. Technical Symposium on Computer Science Education: Proceedings of the 38th SIGCSE technical symposium on Computer science education, 7(11), 223-227.
    Maloney, J. H., Peppler, K., Kafai, Y., Resnick, M., & Rusk, N. (2008). Programming by choice: Urban youth learning programming with scratch. ACM SIGCSE Bulletin, 40(1), 367-371.
    Mcinerney, C. (2009). Having fun with computer programming and games: Teacher and student experiences. Teaching Fundamentals Concepts of Informatics Lecture Notes in Computer Science, 5941, 136-142.
    Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2(2), 137-168.
    Peppler, K. A., & Kafai, Y. B. (2007). From SuperGoo to Scratch: Exploring creative digital media production in informal learning. Learning, Media and Technology, 32(2), 149-166.
    Perkins, D. N., & Martin, F. (1986). Fragile knowledge and neglected strategies in novice programmers. In Soloway, E. and Iyengar, S. (Eds.), Empirical studies of programmers (pp. 213-229). Norwood: Ablex Pub.
    Perkins, D. N., Schwartz, S., & Simmons, R. (1988). Instructional strategies for the problems of novice programmers. In Mayer, R. E. (Ed.), Teaching and learning computer programming: Multiple research perspectives (pp. 153-178). Erlbaum, NJ: Hillsdale.
    Radu, I., & MacIntyre, B. (2009). Augmented-reality Scratch: A children's authoring environment for augmented-reality experiences. Proceedings of the 8th International Conference on Interaction Design and Children (pp. 210-213).
    Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
    Roque, R., Kafai, Y., & Fields, D. (2012). From tools to communities: Designs to support online creative collaboration in scratch. Proceedings of the 11th International Conference on Interaction Design and Children (pp. 220-223).
    Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137-172.
    Romero, J. S. (2010). Library programming with LEGO MIND STORMS, Scratch, and PicoCricket: Analysis of best practices for public libraries. Computers in Libraries, 30(1), 16-45.
    Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. M. (2010). Learning computer science concepts with scratch. Proceedings of the Sixth International Workshop on Computing Education Research (pp. 69-76).
    Smith, B. (2011). Object-Oriented programming: AdvancED ActionScript 3.0: Design Patterns. New York, NY: Apress.
    Sylvan, E. (2007). The sharing of wonderful ideas: Influence and interaction in online communities of creators (Doctoral dissertation, Massachusetts Institute of Technology).
    Wegner, P. (1990). Concepts and paradigms of object-oriented programming. ACM SIGPLAN OOPS Messenger, 1(1), 7-87.
    Wu, W. Y., Chang, C. K., & He, Y. Y. (2010). Using Scratch as game-based learning tool to reduce learning anxiety in programming course. Global Learn Asia Pacific (Vol. 2010, No. 1, pp. 1845-1852).
    林盈芳(2010)。國小電腦課與表演藝術之協同教學:以Scratch程式設計與聲音表演藝術之結合為例。臺灣師範大學資訊教育學系碩士班學位論文,未出版,台北市。
    李畇龍 (2006)。引導合作學習對於國小學童學習Logo程式設計之影響。臺灣師範大學資訊教育學系在職進修碩士班學位論文,未出版,台北市。
    郭秀蓮 (2010)。Scratch互動式故事敘說評量。國立交通大學理學院科技與數位學習碩士論文,未出版,新竹市。
    康錦程 (2009)。引導合作學習對於國小學童學習程式設計之影響-以KPL為例。臺灣師範大學資訊教育學系在職進修碩士班學位論文,未出版,台北市。

    下載圖示
    QR CODE