將Scratch結合樂高機器人
提升小學生運算思維能力之研究

本研究透過指導國小三年級學生學習麻省理工學院開發的Scratch軟體進行學習，以探討Scratch程式語言對孩童的運算思維能力之影響，並利用Scratch結合樂高機器人課程及Scratch課程，分別為實驗組和控制組兩組不同的教學方法來探討學生的運算思維能力、學習成效以及學習態度。本研究採準實驗法，桃園市中壢區和楊梅區某所國小三年級學生，分為實驗組和控制組，進行Scratch實驗課程。以Bebras運算思維測驗、Scratch學習成效測驗以及Scratch成效測驗作為測驗工具，取得量化質料以敘述性統計、獨立樣本t檢定、單因子次數分析進行統計考驗，所得結論如下: 在運算思維測驗表現上，相較於一般Scratch程式設計課程，Scratch結合樂高機器人程式設計課程在運算思維測驗之前後測有顯著提升。但兩組在運算思維測驗成績上無顯著差異。一般Scratch程式設計課程與Scratch結合樂高機器人程式設計課程，兩組在國小學童Scratch 程式語言的學習成效上無顯著差異以及在國小學童學習態度的「興趣」向度，兩組之間有顯著差異，其餘面向無顯著差異。綜合以上，本研究根據體驗式學習模型設計的程式設計教學流程，是有助於影響孩童的運算思維以及興趣。

關鍵字

運算思維；體驗式學習； Scratch ；樂高機器人

並列摘要

The purpose of research was to investigate the effect of scratch programming learning on third grade Computational Thinking ability and combine scratch with Lego robot or scratch. Two groups of different teaching methods for the experimental group and the control group were used to explore the students' thinking ability, learning effectiveness and learning attitude. This study adopts a quasi-experimental method, in which a third gender primary school student in Zhongli District and Yangmei District of Taoyuan City is divided into an experimental group and a control group to conduct a Scratch experiment course. In the performance of Computational thinking test compared normal Scratch course to Scratch combined with the Lego robot programming course. Scratch combined with the Lego robot of the Computational thinking pretest-posttest has a significant improvement. But the two groups have no significant difference in the results of the Computational thinking test. Compared normal Scratch course to Scratch combined with the Lego robot programming course, there is no significant difference in the learning outcomes of the Scratch programming language in the primary school children. Normal Scratch different from Scratch combined with the Lego robot programming course the "interest" of the attitude of the primary school children. There was a significant difference between the two groups, and the remaining aspects were not significantly different. To sum up, the study design process based on the experiential learning model is computational thinking and interest that affects children.