樂高設計教學影響國小學生科技學習成效之實驗研究

The experimental study on the influence of elementary school students' technological learning effectiveness for LEGO design teaching programs

林育沖(Yu-Chung Lin)

指導教授 ： 黃能堂

國立臺灣師範大學/科技學院/科技應用與人力資源發展學系/博士(2011年)

摘要

本研究旨在探討樂高設計教學方案的可行性，及其應用在國小自然與生活科技領域課程中對科技學習成效的影響。本研究採取準實驗研究法，研究對象取自桃園市某國小四年級四個班級計118 名學生，實驗採所羅門四組準實驗設計，四個班級分成二班實驗組與二班控制組。實驗組學生接受樂高設計教學，控制組學生則接受一般傳統教學。經過十週（30 節）不同的教學處理後，比較兩組學生在科技學習成效（學習成就表現、問題解決態度、科技實作與創造力）與學習動機的差異情形。
研究結果發現：(一)發展適用於國小科技教育的樂高設計教學課程具有良好可行性。(二)樂高設計教學組學生在學習成就測驗表現優於一般傳統教學組的學生。(三)樂高設計教學組學生在創造性思考活動中的獨創力與流暢力表現比一般傳統教學組的學生為佳。(四)樂高設計教學組學生在問題解決態度上顯著高於一般傳統教學組學生。(五)樂高設計教學組學生在科技實作表現上較一般傳統教學組的學生較佳。(六)樂高設計教學組學生較一般傳統教學組的學生在內在動機上有較好的表現。

關鍵字

樂高設計教學 ； 一般傳統教學 ； 科技學習成效 ； 學習動機

並列摘要

The purposes of this study, were to assess the effectiveness of LEGO design teaching programs on technological learning at the elementary school
level.
Solomon four-group design was used in the study. The samples were 4 classes. Two classes were randomly assigned to experimental groups and two classes were randomly assigned to control groups. The samples from Taoyuan elementary school grade 4 in four classes total 118 students. Experimental group received “LEGO design teaching programs”,control group students received “Traditional teaching programs”.
After conducting 30 lessons (ten weeks) of experimental period, t-test、ANCOVA and two-way ANOVA were applied to analyze the technological learning effectiveness, creative thinking, problem-solving attitude,technology hands-on activity performance and learning motivation.
The major findings are as follows:
1. LEGO design teaching programs group got higher learning achievement test score than traditional teaching programs group.
2. LEGO design teaching programs than traditional teaching programs can enhance students' creative thinking abilities in the originality and fluency.
3. LEGO design teaching programs than traditional teaching programs can improve students' problem-solving attitude.
4. LEGO design teaching programs group than traditional teaching programs group, the technology hands-on activity performance has significant differences.
5. LEGO design teaching programs group than traditional teaching programs group, the intrinsically motivation has significant differences.

並列關鍵字

LEGO design teaching programs ； traditional teaching programs ； technological learning effectiveness ； learning motivation

參考文獻

陳龍安（2006）。創造思考教學的理論與實務（第六版）。台北市：心理。

林坤誼（2008）。問題解決導向生活科技活動學習歷程模式之行動研究。科技教育學報，1（1），59-69。

鍾聖校（2005）。自然與科技課程教材教法。台北市：五南。

王鼎銘（1998）。小學科技教育及其師資培訓制度。中學工藝教育，31（3），10-16。

葉玉珠（2006）。創造力教學－過去、現在與未來。台北市：心理。