範例引導學習與問題導向學習之教學策略對國小學生機器人程式學習的影響

The Influence of Example-Led Learning and Problem-Oriented Learning Strategies on the Elementary Student's Robot Programming Learnings

李隆盛(Lung-Sheng Lee) ； 楊秀全(Hsiu-Chuan Yang)

《數位學習科技期刊》 11卷4期 (2019/10) Pp. 77-104

https://doi.org/10.3966/2071260X2019101104004

摘要

程式設計學習有助提升學習者的運算思維與關鍵能力，但是不同教學策略對學習者的這些能力有何影響？本研究旨在探究「範例引導學習」及「問題導向學習」兩種不同但常用之教學策略，對於國小學生機器人程式學習之影響。針對115名（範例引導學習組57名、問題導向學習組58名）國小五年級學生進行為期14週的機器人程式設計教學實驗，以自訂之關鍵學習能力量表進行前、後測，在課程結束後，同時進行國際運算思維能力測驗。研究結果顯示：問題導向學習組學生學習後的運算思維能力顯著優於範例引導學習組學生－問題導向學習組學生對於問題解決有較多的投入，也相對願意進行主動練習、反覆嘗試與思考；範例引導學習組學生在學習過程中記錄心得並進行分析歸納，加上透過討論，同樣符合十二年國民基本教育新課綱中培養學生實踐「做、用、想」導向的主張。在關鍵能力方面，兩組學生學習後，批判思考能力及創造創新能力方面並無顯著差異；但範例引導學習的教學策略較能提升學習者自主學習、溝通應用、協同合作和問題解決四項關鍵能力。因此，在進行機器人程式設計教學時，可因應學生需求，就兩種策略做適切的選採或混成。

關鍵字

STEM跨領域教育 ； 問題導向學習 ； 程式設計教學策略 ； 範例引導學習 ； 機器人教育

並列摘要

Programming learning helps to improve the computation thinking and other key competences of learners such as critical thinking, but how do different instructional strategies affect these skills/competences of learners? This study aimed to explore the impact of two different but widely-used instructional strategies, ＂example-led learning＂ (ELL) and ＂problem-oriented learning＂ (POL), on the robot programming learning of elementary students. There were 115 5th graders (57 in the ELL group and 58 in the POL group) were selected to participate in a 14-week robot programming learning unit. Using a self-developed key competences scale, both pre- and post-tests were conducted on the students. In addition, the International Bebras Contest was also conducted at the end of the teaching unit. The research results show that the students in POL group have significantly better computational thinking skill than the students in EEL group-the students in POL group have more engagement in problem solving, and are more willing to actively learn and repeatedly try and think. However, with the EEL instructional strategy, the students record, analyze, summarize and discuss their experiences in the learning process; thus, it also conforms to the proposition to enhance student's skills of ＂doing, using and thinking＂ in the new national curriculum guideline for graders 1-12. In terms of key competencies, there is no significant difference between the two groups of students in post-learning critical thinking and creative skills; however, the ELL strategy has superior effect to enhance the following four skills of the learners: independent learning, communication application, collaboration and problem solving. Therefore, when teaching robot programming, teachers can appropriately choose either one or mix the two strategies according to student's needs.

並列關鍵字

STEM interdisciplinary education ； problem-oriented learning (POL) ； instructional strategy for programming ； example-led learning (ELL) ； robot education

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