研究生: |
康錦程 Jiin-Cherng Kang |
---|---|
論文名稱: |
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 The Effects of Guided Collaboration on Elementary School Students’ Learning KPL Programming |
指導教授: |
林美娟
Lin, Mei-Chuen |
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: | 2009 |
畢業學年度: | 97 |
語文別: | 中文 |
論文頁數: | 116 |
中文關鍵詞: | 合作學習 、國小電腦課程 、引導學習單 、KPL程式設計 、程式設計教學 |
英文關鍵詞: | Collaborative learning, elementary school computer education, guiding worksheets, KPL programming, programming instruction |
論文種類: | 學術論文 |
相關次數: | 點閱:229 下載:12 |
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 |
本研究將合作學習運用在國小六年級之KPL程式設計教學中,並探討引導學習單之使用對於國小學童合作學習程式設計之影響。本研究採準實驗研究法,將兩班共66位學童隨機分成引導組(實驗組)與非引導組(控制組)。引導組所使用之引導學習單乃由研究者針對分析、設計、實作、除錯和反思等五大解題步驟,分別設計引導問題,以協助學童經由互相討論,切實執行每一解題步驟,期能助其順利解題。實驗總共進行17週,其間舉行期中考與期末考;兩次考試分別包含筆試與上機考兩部份。實驗過程中,研究者另以錄影機及螢幕錄製軟體記錄學生之合作解題過程,以收集各組在解題各階段所花費之時間以及小組成員間之合作解題互動行為。研究結果顯示,引導組在期中考筆試以及期末考筆試與上機考之成績均明顯優於非引導組,其差異達到統計上之顯著性。在解題時間方面,引導組在分析、設計與實作階段所花費之時間顯著多於非引導組;相對地,引導組在除錯階段所花費之時間顯著少於非引導組。此外,引導組在反思階段也比非引導組投入較多時間。在合作解題互動行為方面,引導組出現較多解題內容相關之討論。教學實驗後針對引導組學生所進行之個別訪談顯示,學生普遍認為引導學習單有助於學生順利完成解題。
This study aims to investigate if collaborative learning using guiding worksheets would facilitate sixth graders’ learning to program in KPL. A quasi-experiment was used in this study, in which two intact classes of 33 students each were randomly assigned to be the experimental (i.e., guided-collaboration) group and the control (i.e., non-guided-collaboration) group. Each team of the experimental group was provided with a worksheet for each programming task. The worksheet contained a sequence of task-specific guiding questions organized into five sections—analysis, design, coding, debugging and reflection. The purpose of the guiding questions was to prompt team members to conduct meaningful discussion during the problem-solving processes, hence helping them to solve problems successfully. The experiment lasted 17 weeks, during which a midterm and a final exam were given, each consisting of a written part and a hands-on programming part. Video recorders and screen capture software were used to collect data about how much time the teams spent on each problem-solving step and how team members collaborated with one another during the problem-solving processes. Findings from this study showed that the experimental group significantly outperformed the control group in the written part of the midterm exam and in both the written and the hands-on programming parts of the final exam. As far as the amount of time spent on each problem-solving step, the experimental group spent significantly more time on analysis, design and coding, hence much less time was needed for debugging. The experimental group also spent statistically significant more time than the control group on reflection. An analysis of team dynamics revealed that the experimental group were better able to conduct meaningful discussions focusing on problem-solving-related topics. Those students of the experimental group who were interviewed after the experiment mostly agreed that the guiding questions provided in the worksheet were effective in guiding them toward successful solutions.
參考文獻
仇永善 (2006) 。國小六年級學生在LOGO環境中學習多邊形概念之研究。國立台中教育大學數學教育學系在職進修教學碩士學位班,未出版,台中市。
王曉璿、王麒富、林建伸 (2009) 。應用直觀式Scratch軟體輔助國小學童問題解決合作學習教學設計初探。GCCCE 2009。國立台灣師範大學,台北市。
王裕德 (2000) 。多媒體電腦輔助教學環境中合作學習對技職院校學生程式設計學習成效影響之研究。彰化師範大學工業教育學系碩士論文,未出版。彰化縣。
王子玲 (2004) 。運用合作學習於程式設計專題教學之行動研究。國立臺灣師範大學資訊教育研究所碩士論文,未出版。台北市。
田耐青 (1999) 。由「電腦樂高」談新世紀的學習:一個「科技支援之建構學習環境」實例。教學科技與媒體雙月刊。頁24-35。
吳正己、張啟中、陳敏惠、賴皇觀 (1998) 。台北市兒童資訊教育實施現況。教育研究資訊。頁155-164。
李畇龍 (2007) 。引導合作學習對於國小學童學習Logo程式設計之影響。國立臺灣師範大學資訊教育研究所碩士論文,未出版。台北市。
林裕雲 (2002) 。實施電腦LOGO程式設計教學對台灣國小學生解題能力之影響—國小六年級學生之個案研究。國立屏東師範學院數理教育研究所碩士論文,未出版,屏東市。
韋金龍、陳玉美 (1994) 。突破國中常態編班教學困境之途徑:合作學習。教育研究雙月刊。第三十五期。頁59-66。
黃政傑、林佩璇著 (1996) 。合作學習。臺北:五南圖書出版公司。
黃文聖 (2001) 。國小學童在LOGO學習環境中數學學習與解題之研究。國立新竹師範學院數理教育研究所碩士論文,未出版,新竹市。
楊美菁 (2006) 。文字式與圖像式程式語言之學習成效比較研究。國立臺灣師範大學資訊教育研究所碩士論文,未出版。台北市。
楊書銘 (2008) 。Scratch程式設計對六年級學童邏輯推理能力、問題解決能力及創造力的影響。台北市立教育大學數學資訊教育學系數學資訊教育教學碩士論文,未出版。台北市。
蔡依玲 (2008) 。國小電腦課教學現況調查。國立台灣師範大學資訊教育研究所碩士論文,未出版,台北市。
劉淑芬 (2008) 。同儕配對與親子配對在國小學童學習Logo程式設計之個案研究。國立臺灣師範大學資訊教育研究所碩士論文,未出版。台北市。
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
Bagley, C., & Chou, C. C. (2007) . Collaboration and the importance for novices in learning java computer programming. ACM SIGCSE Bulletin, 39 (3) , 211-215.
Grandgenett, N., & Thompson, A. (1991) .Effects of guided programming instruction on the transfer of analogical reasoning. Journal of educational computing research, 7 (3) , 293-308.
Bateson, A. G., Alexander, R. A., & Murphy, M. D. (1987) .Cognitive processing differences between novice and expert computer programmers. International Journal of Man-Machine Studies, 26, 649-660.
Bishop-Clark, C. (1992) . Protocol analysis of a novice programmer. ACM SIGCSE Bulletin,24 (3) ,14-18.
Brook, R. E. (1983) . Towards a theory of comprehension of computer programs. International Journal of Man-Machine Studies, 18, 543-554.
Clements, D. H., Gullo, D.F. (1984) .Effects of computer programming on young children’s cognition. Journal of educational psychology,76 (6) ,1051-1058.
De Corte,E., Verschaffel, L., & Masui,C. (2004) .The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. Europe journal of Psychology of Education,19 (4) ,365-384.
Deek, F.P., & McHugh, J. (2003) Problem Solving and Cognitive Foundations for Program Development: An Integrated Model. Proceedings of the Sixth International Conference on Computer Based Learning in Science (CBLIS) , (pp. 266-271) .Nicosia,Cyprus.http://cblis.utc.sk/cblis-cdold/2003/2.PartA/Papers/ICT/Deek.pdf.
Delclos,V.R., Littlefield, J., & Bransford. J.D. (1985) . Teaching thinking through LOGO: The importance of method. Roeper Review, 7,153-156.
du Boulay. (1989) :Some difficulties of learning to program. In E. Soloway and J. C. Spohrer (Eds.) , Studying the Novice Programmers (pp. 283-299) . Hillsdale, NJ: Lawrence Erlbaum Associates.
Feurzeig, W., Papert, S., Bloom,M., Grant,R., and Soloman,c. (1969) . Programming- languages as a conceptual framework for teaching mathematics (Report No. R-1889) . National Science Foundation, Washington ,D.C. (ERIC Document Reproduction Service No. ED038034) .
Goldman, S. R., & Pellegrino, J, W. (1987) .Information processing and educational microcomputer technology: Where do we go from here? Journal of Learning Disabilities,20 (3) , 144-154.
Johnson, D.W. & Johnson, R.T. (1994) .Learning together and alone: cooperative, competitive, and individualistic learning. Boston: Allyn & Bacon.
Johnson, D.W., Johnson, R.T. & Holubec, E. J. (1996) .Learning together in the science classroom: Practical applications. In R. J. Stahl (Ed.) ,Cooperative learning in science: a handbook for teachers. CA,Addison-Wesley.
Larkin, J. H. (1980) . Teaching problem solving in Physics: The psychological laboratory and the practical classroom. In D. T. TUMA, & F. REIF (Eds.) , Problem solving and education: Issues in teaching and research. (pp.111-126) . Hillsdale, NJ: Lawrence Erlbaum Associates.
Lee, M,O., & Thompson, A. (1997) .Guided instruction in logo programming and the development of cognitive monitoring strategies among college students. Journal of educational computing research, 16 (2) , 125-144.
Linn, M.C., and Dalbey, J., (1989) . Cognitive consequences of programming instruction. In E. Soloway and J. C. Spohrer (Eds.) , Studying the Novice Programmer (pp. 57-82) .Hillsdale, NJ: Lawrence Erlbaum Associates.
Lehrer, R., Guckenberg, T., & Sancilio, L. (1988) . Influence of Logo on children’s intellectual development. In R. E. Mayer (Ed.) , Teaching and learning computer programming: Multiple research perspectives (pp.75-110) .Hillsdale, NJ: Lawrence Erlbaum Associates.
Mayer, R. E. (1981) . The psychology of how novices learn computer programming. Computing Surveys, 13 (1) , 121-141.
Mayer, R. E., & Fay, A. L. (1987). A chain of cognitive changes with learning to program in logo. Journal of educational psychology, 79, 269-279.
Mayer, R. E. (1988) . From novice to expert. In M. Helander(ED.), Handbook of human-computer interaction (pp.569-580). Amsterdam: North-Holland.
Mayer, R. E. (1998) . Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26 (1-2) , 49-63. Retrieved Feb. 20, 2009, from http://www.colorado.edu/physics/phys4810/phys4810_fa06/4810_readings/mayer.pdf.
Nosek,J. T. (1998) . The case for collaborative programming. Communications of the ACM,41 (3) ,105-108.
Palumbo, D. B. (1990) .Programming language/problem-solving research: A Review of Relevant Issues. Review of Educational Research, 60 (1) , 65-89.
Papert,S. (1980) .Mindstorms: Children, Computers and Powerful Ideals. New York: Basic Books.
Perkins, D.N., Hancock, C., Hobbs, R., Martin, F., & Simmons, R. (1989) :Conditions of learning in novice programmers. In E .Soloway and J. C. Spohrer (eds.) , Studying the Novice Programmers (pp. 261-279) . Hillsdale, NJ, Lawrence Erlbaum Associates.
Perkins, D. N., & Martin, F. (1986) . Fragile knowledge and neglected strategies in novice programmers. In E. Soloway & S. Lyengar (Eds.) , Empirical Studies of programmers (pp.213-229) . Hillsdale, NJ: Lawrence Erlbaum Associates
Perkins, D.N., Schwartz, S., and Simmons, R. (1988) . Instructional Strategies for the Problems of Novice Programmers. In R. E. Mayer. (Eds.) , Teaching and Learning Computer Programming: Multiple Research Perspectives (pp.153-178) . Hillsdale, NJ: Lawrence Erlbaum Associates.
Polya, G. (1945) How to Solve It. Princeton, New Jersey: Princeton University Press.
Salomon, G., and Perkins, D.N. (1987) Transfer of cognitive skills from programming : when and how? Journal of educational computing research,3 (2) ,149-169.
Robins, A., Routree, J., & Rountree, N. (2003) . Learning and Teaching programming: A review and discussion. Computer Science Education, 13 (2) ,137-172.
Shertz, J., & Weiser, M. (1981) . A study of programming problem representation in novice and expert programmers. In Proceedings of the eighteenth annual computer personnel research conference (pp. 302-322) .
Slavin, R.E. (1990) . Research on Cooperative Learning: Consensus and Controversy. Educational Leadership, 47 (4) , 52-54.
Slavin, R.E. (1991) .Synthesis of research on cooperative learning. Educational leadership, 48,71-82.
Slavin, R.E. (1994) .A practical guide to cooperative learning. Boston: Allyn & Bacon.
Stahl, R. J. (1994) .The essential elements of cooperative learning in the classroom. ERIC Digest. (ERIC Document Reproduction Service No. ED370881)
Knight, G. P., & Bohlmeyer, E. M. (1990) .Cooperative learning and achievement: methods for assessing causal mechanisms. In S. Sharan (Ed.) ,Cooperative learning: Theory and Research. (pp.1-22) .NY, Praeger.
Slavin, R.E. (1995) .Cooperative learning: Theory, Research, and practice. Boston: Allyn & Bacon.
Soloway, E., Adelson, B., & Ehrlich, K. (1988) . Knowledge and process in the comprehension of computer programs. In M. Chi, R. Glaser, & M. Farr (Eds.) , The nature of expertise (pp.129-152) . Hillsdale, NJ: Lawrence Erlbaum Associates.
Soloway, E., and Ehrlich, K. (1984) . Empirical Studies of Programming Knowledge. IEEE Transactions on Software Engineering, 10 (5) , 595–609.
Vygotsky, L.S. (1978) . Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Webb,N.M., Ender, P., & Lewis,S. (1986) . Problem-solving strategies and group processes in small groups learning computer programming. American Educational Research Journal,23 (2) , 243-261.
Winslow, L. E. (1996) .Programming Pedagogy- A Psychological Overview. ACM SIGCSE Bulletin,28 (3) ,17-22.