Trial practices of programming education using problem-solving strategy in elementary school

應用問題解決教學策略於小學程式設計教育

Tetsuya BANDO ； Shunsuke TOMINAGA ； Hitoshi CHONO ； Naoto SONE ； Nobuhiko FUJIHARA ； Tetsuya YAMADA ； Yosuke ITO

《科技與工程教育學刊》 50卷1/2期 (2020/12) Pp. 14-26

https://doi.org/10.6232/JTEE.202012_50(1/2).0002

摘要

The purpose of this research is to examine programming education practices in elementary schools to help pupils notice the programming thinking process by problem-solving to better understand disabilities. Japan has fully implemented programming education in elementary schools. There is an urgent need to develop practices to foster ＂Programmatic thinking＂ through learning activities that incorporate programming. A goal of programming education for elementary schools in Japan is aimed at creating a safe society in the future for everyone. We believe that practices associated with the understanding of disabilities will lead to increased awareness of the use of information technology and programming to remove barriers for people with vison/hearing impairment. We planned practices for fourth-grade pupils to develop tools useful for inviting vision/hearing impaired persons to school by utilizing ＂Micro:bit＂ and ＂MakeCode.＂ The pupils discovered problems by performing a simulated experience of thinking as the vision/hearing impaired persons and checking the floor plan in the school before working on the programming. Each of them was able to develop tools utilizing Micro:bit to solve the problems that they found. As a result of the trial practices, 1) Learning programming with MakeCode and Micro:bit raises interest in programming for fourth graders, 2) Incorporating the experience of understanding disabilities in advance helped clarify the problems to be solved using programming, 3)Working on programming to remove barriers creates positive feelings toward programming.

關鍵字

Elementary Programming Education ； Period for Integrated Study ； Assistive Technology

並列摘要

本研究的目的是檢視小學階段的程式設計教育實務情形，透過問題解決策略幫助學生運用程式設計思維，更深入地了解身心障礙者。在日本，小學階段已全面實行程式設計教育，因此目前教學現場迫切需要發展程式設計相關的學習活動，以促進「程式設計思考教育」的實踐。日本小學階段的程式設計教育目標是在未來為所有人創造安全的社會。我們相信了解身心障礙人士的相關實務活動，有助於學生運用資訊科技與程式設計以協助視障／聽障人士消除障礙，並提升學生重視視障／聽障人士的需求。本研究設計了一個小學四年級學生實作活動，讓他們利用Micro：bit和MakeCode為視障／聽障人士開發安全到校的工具。在開始進行設計前，學生透過模擬視障／聽障人士的思考體驗，與檢視學校的平面圖來發現可能的問題，而每位學生皆成功利用Micro：bit開發出工具來解決各自發現的問題。本研究結果為：（一）利用MakeCode和Micro：bit學習程式設計可提升小學四年級學生對程式設計的興趣；（二）事先理解身心障礙者的經驗，有助釐清所需要運用程式設計來解決的問題；（三）透過設計程式來消除障礙可產生對程式設計的正面感覺。

並列關鍵字

小學程式設計教育 ； 綜合領域學習時間 ； 輔助科技