運算思維促進 App 設計學習之研究

在智慧型手機普及化的世代，App應用程式如雨後春筍般的出現，間接影響學生對於App應用程式的學習動機，因此教學環境開始有了變化，許多課程將資訊軟體融入教學活動進而提升學生的學習慾望，視覺化程式語言對於初學者來說也變得相對重要，例如: App Inventor、Scratch、Lego等，都是各國推崇的項目。其中App Inventor 的視覺化積木式語言對於初學者來說能簡易的操作App應用程式與學習App物件，但由於現在許多App程式設計課程幾乎都是短期營隊課程，對於想學習更艱深的內容多半需要更長時間學習程式基礎，因此較缺乏實用且有意義的App應用程式製作能力。本研究針對已具備程式設計基礎但無App物件知識背景的學生，是否在製作App程式設計上可以靈活運用每一個元件且製作出實用的App應用程式。在為期36小時的實驗課程中，以循序漸進的方式帶領學生深入App應用程式的設計。研究結果顯示，已具有運算思維程式設計背景之學生能夠將列表、函數、判斷式等程式設計概念使用至App 應用程式，且該App應用程式具有完整資料庫運用。學生不只可以使用先備知識將App應用程式的功能使用透徹並能夠輕易將App物件學習應用，使學生能獨立開發不同深度及廣度的App應用程式。

關鍵字

App Inventor ；運算思維與程式設計；視覺化程式語言； App 應用程式

並列摘要

In this generation, smart phone is commonly used in the daily life, and appearance of APPs spring up like mushrooms. Thus, these indirectly affect to the learning motivation of students, and changes the learning environments. According this points of view, assimilating the curriculum software into class could improve the learning desires of students, thus visualization formulaic language is an important factor to the beginner. For example, App Inventor, Scratch, Lego, etc. are all highly regarded projects. Among them, App Inventor is a visualization brick language, and this kind of app is operating and learning easily for beginners. Unfortunately, many apps’ curriculums designing is short-term camp course, so students spend more time to learn formulaic basic, if they want to learn the difficult content. Thus, lacking of practical and significant ability for app’s formula production. This study was aim the students who had the basal understanding of formulaic design, but they did not have knowledge of APPs. To investigate these group of students who could flexible use elements to product a useful app. During 36 hours experiment course, leading students step by step to thorough APPs design. In the result, the students who have mathematical cogitation formulaic design background, they used the formulaic design concepts of lists, functions, and judgments to APP. Otherwise, this APP had a complete database using. Students did not only use knowledge to complete APP’s function, but also utilized App easily and independence to develop the different depth and range APP.

並列關鍵字

App Inventor ； computational thinking and programming ； visual programming language ； app application

參考文獻

Andrew, J. K., Myers, B.A., & Aung H.H. (2004) Six Learning Barriers in End-User Programming Systems.

Google Scholar

Barr, V. & Stephenson, C. (2011) Bringing Computational Thinking To K-12: What Is Involved And What Is The Role Of The Computer Science Education Community?