視覺化程式語言對國小資優學生學習Arduino影響之研究

本研究對象為國小一般智能資優班五年級學生，採前實驗研究靜態組間比較設計，實驗組9位先施行16節視覺化程式語言（mblock）操作Arduino（https://www.Arduino.cc/en/Guide/Introduction?setlang=en）課程，再進行18節利用Arduino IDE操作Arduino課程；另10位控制組僅實施18節利用Arduino IDE操作Arduino課程。蒐集歷程與總結性評量資料，以曼恩－惠尼U檢定、變異係數與描述性統計分析，比較兩組學生表現並歸納錯誤類型、次數和比例。結果如下：一、兩組學生於學習Arduino的形成性和總結性學習評量結果的總分無顯著差異。二、依據學習內容紀錄表，實驗組學生在演算法、科技的應用、語法方面表現較佳。兩組學生在程式語法錯誤和插錯腳位情形於課程後期皆大幅減少。三、國小資優學生學習Arduino的課程可從學習內容、歷程和環境進行調整，減少內容重複性並著重演算法和科技的應用。文末提出初階、中階和高階之Arduino系列性教材共54節供參考。

關鍵字

國小資優學生；視覺化程式語言； Arduino

並列摘要

This study examines the effects of visual programming language for Arduino courses on elementary gifted students. Subjects were 19 fifth graders gifted in intelligence in elementary school resource classes. In this pre-experimental static-group comparison design, participants in the experimental group were 9 students who first took Arduino lesson with visualized programming, followed by lesson with Arduino Software (IDE) whereas participants in the control group were 10 students who only took Arduino lesion with Arduino IDE. Formative assessment and performative evaluation were conducted. Data were analyzed with Mann-Whitney U tests, variability correlates, and descriptive statistics. The findings were as follows: (1) Visual programming experiences did not affect the students' assessment results either formative or summative. (2) The record chart showed that the students in the experimental group performed better in algorithm, application of technology, and syntax. Both groups made fewer errors in syntax and socket positions in the later stages of the course. (3) Materials for teaching Arduino that are targeted for elementary school gifted classes could be adjusted in terms of content, progression, and environment. Reduce content duplication and focus on the application of algorithms and technology. This study concluded with the designed lessons with a length of 54 sections for beginner, intermediate, and advanced Arduino learners for future researchers and educators.

並列關鍵字

elementary gifted student ； visual programming language ； Arduino

參考文獻

李隆誠、吳東諺、陳振明（2001）。資優教育課程設計之新資源――開放式課程之介紹。雲嘉特教，11，71-77。 doi: 10.6473/YCTCCK.201005.0071

林業盈（2015）。應用樂高機器人發展資優教育方案之教學實例分析與探討。資優教育季刊，137，33-44。 doi: 10.6218/GEQ.2015.137.33-44

陳彤宣（2011）。專題式程式設計教學對國小學童問題解決歷程之研究（未出版之碩士論文）。國立臺北教育大學，臺北。 doi: 10.6344/NTUE.2011.00338

Bau, D., Gary, J., Kelleher, C., Sheldon, J., & Turbak, F. (2017). Learnable programming: Blocks and beyond. Communications of the ACM, 60, 72-80. doi: 10.1145/3015455

Brusilovsky, P., Calabrese, E., Hvorecky, J., Kouchnirenko, A., & Miller, P. (1997). Mini-languages: A way to learn programming principles. Education and Information Technologies, 2(1), 65-82. doi: 10.1023/A:1018636507883

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視覺化程式語言對國小資優學生學習Arduino影響之研究

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