概念構圖融入國小程式教學之成效探究

程式學習隨著資訊科技的日新月異而逐漸受到重視，兒童學習程式設計以培養科技素養與高層次思考能力為教育的新趨勢，然而對初學者來說程式學習是門艱困難學的學科，教學中應輔以適切的教學方法與輔助工具以提升兒童程式學習的動機，進而提升學習成效。本研究運用mBot機器人進行兒童程式教學，讓學習者透過視覺化程式語言與動手實作學習編寫程式，教學中導入不同概念構圖學習方式，欲探究繪製概念構圖、填空概念構圖與閱讀概念構圖此三種概念構圖學習方式對兒童程式學習成效與自我效能的影響。本研究採不等組前後測準實驗研究法，研究對象為北部某國立小學五年級的三個班學生，共75位在學生，隨機分派三個班級到空白概念構圖組(23人)、填空概念構圖組(26人)與閱讀概念構圖組(26人)，三組皆採同質性分組並進行相同之教學內容與學習活動，僅概念構圖的學習方式不同。實驗課程共進行兩週，共計6個單元，8節課施行，以問題導向學習法帶領受試者思考並推演問題的解決方式，透過小組合力完成程式編寫與概念構圖建構。實驗前與實驗後透過測驗及問卷評估受試者的程式能力與自我效能，經資料處理與分析，研究結果顯示，三種概念構圖策略各有其優勢，在提升程式學習成效上並無差異，再者在提升編程自我效能上亦無顯著差異。建議未來教學可以延長實驗介入時間，並調整實驗執行上的細節，讓三種概念構圖策略能充分發揮其學習效果，帶來明顯的成效差異。

關鍵字

兒童程式教學；概念構圖；程式學習成效；程式學習自我效能

並列摘要

The purpose of this study is to explore the impact of different concept-mapping methods on children's learning outcomes and self-efficacy in programming learning. A pre-and-posttest quasi-experimental research was conducted. Three classes of students from the fifth grade in one elementary school were randomly assigned to one of the experimental conditions (student-generated-concept-maps group, fill-in-concept-maps group, & read-expert-concept-maps group). The experiment was conducted for two weeks. Three classes used same materials, grouping methods and learning activities, but different concept-mapping methods. Six units of programming were implemented, with the concept-mapping strategy being integrated into learning process. The learning outcome and self-efficacy in programming learning were assessed after the experimental course. The results are as follow: (1)There is no difference in improving the effectiveness of programming learning by different concept-mapping methods (2)There is no difference in the three concept-mapping methods in improving self-efficacy in programming learning.