運用放聲思考法提升非資訊領域學生程式設計跨域思維與實作學習遷移成效之探討

The Study of Applying the Thinking Aloud Approach to Improve Learning Transfer Effectiveness on Interdisciplinary Thinking and Implementation of Programming for the Non-computer Science Students

張明文(Chang, Min-Wen) ； 葉國良(Yeh, Kuo-Liang) ； 何萬良(Ho, Wan-Liang) ； 蔡逸舟(Tsai, Yi-Chou) ； 許福元(Hsu, Fu-Yuan) ； 戴建耘(Dai, Chien-Yun)

《台灣教育研究期刊》 3卷4期 (2022/07) Pp. 219-244

摘要

我國十二年國民基本教育課綱納入程式設計相關課程，以期提升學生應用運算思維解決問題的能力。然而，非資訊領域學生難以將運算思維問題解決經驗，應用至跨域的程式設計實作，教學者亦難以了解學習者的思維歷程盲點，據以提供學習輔導。本研究以114位五專一年級學生為對象，導引學生拆解任務為可識別的任務目標，提供對應任務目標鷹架，以降低其學習認知負荷，並運用「放聲思考法」發掘其算思維歷程盲點，逐步強化任務特徵識別能力，建構演算發思維，進而培養其跨域程式設計實作能力。分析Scratch程式設計實作學評系統中的評量結果顯示：1.應用目標－問題導向與放聲思考法教學的跨域程式設計中、後測成效，皆顯著優於未採用的對照組。2.實驗組的學習成效在中測時，即已顯著優於對照組的後測。本成果亦針對後續程式設計跨域思維與實作的課程規劃，提出具體建議。

關鍵字

目標導向 ； 放聲思考 ； 問題導向 ； 程式設計實作評量 ； 運算思維

並列摘要

The programming was incorporated in the 12-year Compulsory Education to strengthen students' computational thinking ability and then effectively solve the daily living and learning problems. However, for non-computer science students, it is hard to implement interdisciplinary programming based on their experiences of problem-solving using Computational Thinking (CT). It is also difficult for teachers to discover the blind spots in learners' CT process. In this study, the participants were 216 first-grade students at five-year junior college. The core idea of this study is to guide students to decompose assigned tasks into recognizable goals. First, we provided them with corresponding targets as a scaffold to reduce students' cognitive load of learning. Furthermore, we also applied the thinking-aloud approach to discover the blind spots in students' CT process, gradually strengthening students' task recognition and induction ability, constructing the algorithmic thinking, and then the students' interdisciplinary practical programming ability. Assessments were conducted by using the Scratch authentic learning and assessment system. The research results show that: 1. Implemented teaching approach leads to significantly better learning performance in the mid-and post-test than the control group. 2. The mid-test result of the experimental group was significantly better than the mid-test and post-test of the control group. Finally, the strategy of course planning for interdisciplinary CT and programming ability is suggested.

並列關鍵字

authentic assessment of programming ； computational thinking ； problem-based ； target-oriented ； thinking aloud