透過樂高機器人教學提昇國小學生科技創造力之研究

The Study of Prompting Elementary School Students' Technological Creativity by the Teaching of LEGO ROBOT

林育沖 ； 黃能堂

《科技教育課程改革與發展學術研討會論文集》 2006期 (2007/07) Pp. 318-324

https://doi.org/10.29495/CITE.200707.0318

摘要

科技的發展拉近了人與人的距離，也加遽了國與國間的競爭。知識經濟的時代，各國無不深思如何提升國家競爭力，以達永續發展之目的。培養「優秀的人力」正是創造各國競爭力的關鍵。
從創造力的「產品」觀點來看，電腦樂高是利用樂高積木與電腦結合做為教具，透過設計的活動，結合電腦程式，控制所創造的模型，在學生從實際動手做的過程中，能學習推理思考、問題解決與創造發明的樂趣，而學生所創作的模型產品與Amabile (1997)認為創造力的產品必須是新奇、適切、有用的指標相互呼應。
本研究嘗試利用電腦樂高機器人為科技學習工具，以十四位學生為對象，進行為期十次的社團活動教學；並以葉玉珠(2005)所編製的「科技創造力測驗」對學生進行前後測，經由相依樣本t考驗發現，在整體創造力表現上達顯著水準；過程中並依學生學習互動與參與度，且透過訪談方式瞭解學生的學習興趣。
總結而言，本研究顯示透過電腦樂高方式的教學，對提昇國小學生科技創造力的成效與學習興趣是有幫助的。

關鍵字

樂高機器人 ； 科技創造力

並列摘要

The development of technology shorten the distance of people, and intensify the competition among nations. In the time of knowledge economics, almost every country tries its best to promote the competition for eternal development. The key point of competition is ”excellent manpower”.
At the point of creative ”product”, computer ROBOT is the combination of ROBOT blocks and computer as teaching device (aids) and. In the well designed activity, students learn how to use programs to control robots. During the participation of manipulation, students' logics and thinking ability are improved and interest is boosted. The products of students are evaluated by the standards of novelty, suitability and application which were prompted by Amabile (1997).
The study used ROBOT as aids for technological teaching. The subjects were fourteen students in the ROBOT club. The prior and posterior tests were adopted from ”the test on technological creativity” designed by Yei. The two related samples T-test presented significance on overall creativity.
To sum up, the study has found that the teaching of ROBOT, is effective both on promoting students technological creativity and interest.

並列關鍵字

ROBOT ； Technological Creativity