視覺化程式學習對於提升高中生運算思維能力之影響

在這個資訊科技發展迅速的時代裡，生活中滿了各式各樣的數位產品，每個數位產品的設計幾乎都需要用到運算的概念，數位產品就是運算工具，藉著有效地運用運算工具可以解決生活中遇到的許多問題，每個人都需要具備一定的運算思維能力來使用運算工具以因應數位時代的潮流，因此本研究欲探討能夠提升運算思維能力的方法及其影響程度。本研究透過視覺化程式教學來培養學生的運算思維，採取準實驗設計法，以普通高中二年級的學生為研究對象，依不同的教學方法將兩個班級分成兩組，進行為期五週，每週兩節課之Scratch教學，其中一組以講述投影片的方式進行教學，另一組則是讓學生參考Scratch網站上提供的範例專案來進行自學。藉由前測與後測國際運算思維挑賽與Dr. Scratch的結果，分析兩種教學方法對於各項運算思維能力的提升與Scratch的學習成效。結果顯示，學生以範例自學的方式能有效提升其樣式辨識的能力，講述教學的學生其Dr. Scratch的平均分數顯著高於範例自學的學生，但各項運算思維元素之分數與Dr. Scratch分數無顯著相關，表示運算思維能力與擅長Scratch並無直接關聯。最後本研究根據教學時間、方法、檢測運算思維的標準提出建議，以作為未來後續研究之參考依據。

關鍵字

運算思維；視覺化程式；程式教學；國際運算思維挑戰賽

並列摘要

In this era of rapidly developing information technology, various digital products are everywhere in our daily life. For the concept of computing is utilized in the design of each digital product, they can be considered as computing tools. Through the effective use of computing tools, it can solve many problems in life. Everyone needs to have certain Computational Thinking to use computing tools in the digital age. Therefore, we explore ways to promote the Computational Thinking and find its influence level. This study adopted a quasi-experimental design. Two classes of 67 sophomores in senior high school were involved in the study. One class was randomly assigned into control group and the other was experimental group. Both groups received five weeks (10 hours) of instruction. Students in the control group were taught with the traditional expository strategy, and the ones in the experimental group learned the same content by playing the examples provided on the Scratch website. Two groups’ Computational Thinking skill and the evaluation of learning Scratch were analyzed from the scores in the pre-test and post-test Bebras and Dr. Scratch. The results show that the experimental group can effectively improve their pattern recognition skill, and the control group’s average score of Dr. Scratch is higher than experimental group. Besides, there is no significantly correlated between Computational Thinking skill and the ability of Scratch programming. Finally, we discuss on teaching time, teaching methods, and standards for testing Computational Thinking as references for future research.