應用問題本位的電腦樂高教學發展小學生的自我導向學習技能之個案研究

A Case Study of Applying Problem-Based LEGO Dacta to Develop Self-Directed Learning Skills for Elementary Students

許財得(Tsai-Te Hsu)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200261

摘要

本研究採質性研究之個案研究設計，以桃園縣某國小中高年級的創意機器人社團的10位學生為研究對象，透過參與觀察、訪談及文件分析法，探討應用問題本位的電腦樂高教學，小學生其自我導向學習技能表現與發展，及影響其自我導向學習技能發展之可能因素。根據資料整理與分析，本研究發現如下：
一、應用問題本位的電腦樂高教學，小學生的自我導向學習技能行為表現有訂定學習目標、搜尋學習資源、運用學習策略及評鑑學習結果。
二、小學生自我導向學習技能發展有以下發現
（一）訂定學習目標的技能隨著不同的教學階段進展而逐漸提升。
（二）在不同的教學階段，搜尋學習資源的技能發展：學習資源使用類別會隨著學習主題及需求不同而異、經營資源技能會隨著課程進展而提升。
（三）運用學習策略的技能隨著學習議題的不同而自我調整。
（四）評鑑學習結果的技能隨著不同的教學階段進展而逐漸提升。
三、在PBL的電腦樂高學習中，影響小學生SDL的可能因素包括：
（一）影響SDL的可能助力因素有學習議題、自我效能、小組合作、教師的引導程度、學習輔助工具等五大因素。
（二）影響SDL的可能阻力因素，依序是電腦遊戲、SDL技能精熟度及時間，其他因素較少，而SDL技能精熟度，會隨著應用PBL的電腦樂高學習的經驗累積而減少，總言之影響學習者SDL最大可能阻力因素是個人因素。

關鍵字

自我導向學習技能 ； 電腦樂高 ； 問題本位學習

並列摘要

In the study, we used a case study of qualitative research, and also used ten students who had joined a student club of creative robotics at an elementary school. By the help of participation and observation, interviews and document analysis, the study aims at exploring the Elementary Students' Self-directed Learning skills and development with a possibility factor in application of problem-based LEGO Dacta Teaching. According to data management
and analysis, the findings of the study show as follows:
1. In application of Problem-based LEGO Dacta Teaching, the study focused on the elementary students' self-directed learning skills and behaviors. Furthermore, the learning goals, searches for learning resources, uses of learning strategies and evaluation of learning
outcomes can be therefore carried out.
2. At the aspect of developing elementary students' self-directed learning skills, the findings
show in the following:
(A) The setting of study-oriented goal would be gradually enhanced along with the various
teaching stages in progress.
(B) At the different teaching stage, the skills for learning resources development would be searched: the use categories of learning resource would vary in accordance with learning themes and requirements. The skills for management resources would be enhanced along with
the curriculum plan.
(C) The skills for learning strategies would be adjusted on its own along with different
learning issues.
(D) The skills assessing studying outcomes would be gradually enhanced in different teaching stages in progress.
3. In PBL LEGO Dacta learning, factors which may influence students' SDL with possibility
factors include:
(A) Five assistance actors affecting the SDL with a possible assistance factor contain are
learning issues, self-efficacy, group cooperation, degree of teachers' guidance, learning aids.
(B) Possible resistance factor affecting SDL with a possible resistance factor would be set in a sequence as computer games, SDL skills mastery and time; other factors are comparably few. Nevertheless, SDL skills mastery would be on the decrease along with the application of more PBL LEGO Dacta learning experiences. In general, personal factor is the greatest possible
resistance factor which may influence the learners' SDL.

並列關鍵字

problem-based learning ； LEGO Dacta ； self-directed learning skills

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