研究生: |
許芝菡 Hsu, Tzu-Han |
---|---|
論文名稱: |
透過過程導向引導式探究學習(POGIL)來探討國高中生使用教育機器人學習AIoT之學習成就 Learning Achievement of Junior and Senior High School Students Using Educational Robotics to Learn AIoT through Process Oriented Guided Inquiry Learning (POGIL) |
指導教授: |
許庭嘉
Hsu, Ting-Chia |
口試委員: |
周建興
Chou, Chien-Hsing 郭旭展 Kuo, Hsu-Chan 許庭嘉 Hsu, Ting-Chia |
口試日期: | 2023/07/11 |
學位類別: |
碩士 Master |
系所名稱: |
科技應用與人力資源發展學系 Department of Technology Application and Human Resource Development |
論文出版年: | 2023 |
畢業學年度: | 111 |
語文別: | 中文 |
論文頁數: | 165 |
中文關鍵詞: | 過程導向引導式探究學習 、探究發明應用學習環 、教育機器人 |
英文關鍵詞: | Process Oriented Guided Inquiry Learning, Explore-Invent-Apply Learning Cycle, Educational Robotics Implementation |
研究方法: | 準實驗設計法 |
DOI URL: | http://doi.org/10.6345/NTNU202300908 |
論文種類: | 學術論文 |
相關次數: | 點閱:127 下載:0 |
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本研究旨在探討使用二人為一組的過程導向引導式探究學習方法(Process Oriented Guided Inquiry Learning, POGIL),和透過個別POGIL的探究發明應用學習環(Explore-Invent-Apply Learning Cycle, EIA),學生於教育機器人實作課程之學習影響。二組中學生透過本研究所發展的教育機器人教材(稱作「送餐機器人」)來指導學生學習AIoT概論、人工智慧實作、影像辨識、物聯網實作、機器人程式、電路接線,以提升學生的學習成就、創意自我效能、運算思維和機器人活動態度等表現。研究結果顯示個別的POGIL之低成就的學生能在創意自我效能中的成品積極信念面向,與運算思維中的演算法邏輯面向,以及機器人活動態度中的信心面向,表現顯著優於二人協作的POGIL之低成就學生,建議低成就的學生可以先採取個別的POGIL進行機器人創作;而高成就的學生可以直接採取二人協作的POGIL。本研究也針對此一結果有深入的討論,建議未來教師以POGIL進行機器人實作活動之前,可將學生的先備基礎能力當作是進行個別創作或者二人協作之參考指標。
The aim of this study is to investigate the effects of Process Oriented Guided Inquiry Learning (POGIL) method with two students as a team and the Explore-Invent-Apply Learning Cycle (EIA) through individual POGIL on student learning in an educational robotics implementation course.
In this study, two groups of students were guided through the learning process using educational robot materials, named 'food-delivery robot,' which were developed for this research. The materials covered topics such as AIoT introduction, AI implementation, image recognition, IoT implementation, robot programming, and circuit wiring, aiming to enhance students' learning achievement, creative self-efficacy, computational thinking, and attitudes towards robotics activities.
The study results indicate that low-achieving students in the individual POGIL setting exhibit significantly better performance in creative self-efficacy regarding positive beliefs regarding finished products, algorithmic logic in computational thinking, and confidence aspect in robotics activities attitudes when compared to low-achieving students in the collaborative POGIL setting. On the other hand, high-achieving students can directly engage in collaborative POGIL. The study provides in-depth discussions on this result and recommends that teachers consider students' prerequisite skills as a reference when deciding between individual or collaborative POGIL for robot implementation activities.
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