論文摘要: 本研究旨在發展一套以DBL設計導向的「高中機器人程式設計課程」;採行動研究法,探究本課程的發展情形、教學歷程及學習成效,研究受試者為南部某高中一年級學生共42位。本課程的發展原則及其設計特色,在於融入生活科技於課程教學中,提供學生基礎的圖像式積木程式知識與訓練、強調問題解決歷程、重視溝通與合作的協調、以培養批判思考與創造創新的能力。在教學歷程及學習成效方面,藉由教學省思、學習歷程記錄、半結構訪談等,試圖瞭解教學歷程所遭遇之困境,進而修正課程內容、教學策略與調整學習活動等解決方案。另外,實施「機器人程式設計課程學習成效量表」,檢視受試者的學習成效。本研究結果發現,透過DBL設計導向流程規劃高中機器人程式設計課程,能顯著提升學生在科技素養關鍵能力批判思考、問題解決、溝通討論、協同合作、創造創新等五項構面的學習表現。最後,根據本研究結果提供相關建議,以利於未來的後續研究與機器人程式設計的推廣應用。
Abstract: The purpose of the study was, based on a design-based learning, to develop an 18-week robotics curriculum for high school students. The learning objective of the curriculum was to enhance students’ 21st century skills such as critical thinking, problem solving, collaboration, communication, and creative thinking. By using an action research method, this study aimed to investigate the instructional process and to evaluate the effectiveness of the courses on students’ learning performance. The participants were 42 10th graders from a high school in the southern Taiwan. Data collection consisted of class observation, semi-structured interview, worksheet, and group assignments. In addition, a pretest-posttest questionnaire was conducted to examine students’ 21st century skills. The results showed that the curriculum had positive impacts on students 21st century skills; critical thinking, problem solving, collaboration, communication, and creative thinking were significantly improved. In conclusion, findings of this study may provide implications and suggestions for practitioners and research of robotics education.