針對不同學習方式探討學生程式素養與持續學習意願之研究－以網頁程式設計為例

Exploring Code Literacy and Continuous Learning Intentions in the Different Learning Types - An Example of Web Programming Design

張哲嘉(Che-Chia Chang)

指導教授 ： 姜琇森

國立臺中科技大學/資訊與流通學院/資訊管理系碩士班/碩士(2022年)

摘要

2014年Google運用人工智慧（AI）研發出一款名為AlphaGo的圍棋軟體，並於2016年擊敗當時世界第一的圍棋高手震驚全球各地，也因為此事件讓各國政府開始將程式設計議題納入教育學習政策之中。我國也於2018年將「程式設計」納入十二年國教課綱中，並提出以「核心素養」做為課程發展的主軸，因此本研究便深入探討程式設計所衍生出的程式素養相關議題。另外，大多數學習者在學習網頁程式設計的過程大致可以分為兩種，其一為先學習前端再學習後端，其二為先學習後端再學習前端，兩種學習方式皆有其優點與缺點，因此本研究的目的為：1. 發展程式素養量表、2. 探討何種學習方式能夠維持學習的意願、3. 探討何種方式能夠有效的培養出程式素養能力？
本研究修改Duin Tham的程式素養框架、施又瑀的學習程式設計五大重要性及吳美美的資訊素養觀念，建構出本研究之程式素養框架，包含：「資訊需要」、「正確尋找」、「程式邏輯思考」、「使用程式與解決問題」四大主題，並自行發展出程式素養問卷與持續學習意願問卷，分別衡量受測者是否具備程式素養的能力及持續學習的意願；另外，也透過訪談受測者的狀況與教學助理的觀察，深入理解受測者是否具備程式素養的能力。
本研究將受測者分為三組，分組1為「先學習前端再學習後端」，分組2為「先學習後端再學習前端」，分組3為「已具備獨立開發前端網頁能力」。研究結果顯示，第一與第二組受測者之間的持續學習意願並沒有顯著的差異性，且兩組皆具備持續學習的意願；三組受測者之間的程式素養能力也沒有顯著的差異性，且三組受測者皆具備程式素養的能力，但分組3受測者的程式素養能力優於其餘兩組。因此，本研究的貢獻為：1.發展出程式素養衡量問卷、2.建議欲學習開發網頁設計的受測者「先學習後端再學習前端」、3.發現「人格特質」會影響到持續學習意願與程式素養。

關鍵字

程式素養 ； 學習方式 ； 網頁程式設計 ； 持續學習意願

並列摘要

In recent years, the popularity of Information and Communication Technology (ICT) and Artificial Intelligence(AI) has led governments around the world to incorporate programming issues into educational learning policies. Taiwan's Ministry of Education also incorporated "programming" into the 12-year national education curriculum in 2018, and proposed "core literacy" as the main axis of curriculum development. Therefore, this study explores the issues related to code literacy in depth. The process of learning web programming for most learners can be roughly divided into two types: one is to learn the front-end first and then the back-end, and the other is to learn the back-end first and then the front-end. Both learning methods have their advantages and disadvantages. Therefore, the purpose of this study is: 1. Developing a web code literacy measurement questionnaire. 2. To explore the influence of different ways of learning web programs on the subjects' willingness to learn. 3. Which web programming learning method is more able to cultivate code literacy ability.
This study integrates the code literacy framework and information literacy concepts of past research to construct the web code literacy measurement dimension of this study, which include: "Information Needs", "Searching Correctly", "Logical Thinking About Programs", "Using Programs to Solve Problems". According to the relevant literature review, the code literacy questionnaire and the continuous learning intention questionnaire were developed to measure whether the subjects have the ability of web code literacy and the continuous learning intention respectively. Furthermore, this study also uses the interviews of the subjects and the observation of the teaching assistant to understand whether the subjects have the ability of web code literacy.
In this study, the subjects were divided into three groups: Group 1 was "learning the front-end first and then learning the back-end", Group 2 was "learning the back-end first and then learning the front-end", and Group 3 was "having the ability to independently develop front-end web pages". The results of the study showed that there was no significant difference in the continuous learning intention between the first and second groups, and both groups had the continuous learning intention. Furthermore, there is no significant difference in code literacy ability among the three groups of subjects, and all three groups of subjects have web code literacy. However, the web code literacy of Group 3 subjects was better than the other two groups. Therefore, the contributions of this study are: 1. Developing a web code literacy measurement questionnaire. 2. It is recommended that learners who want to learn web programming should adopt the learning method of "learning the back-end first and then learning the front-end". 3. Finally, the study found that "personality traits" can affect continuous learning intention and web code literacy.

並列關鍵字

Code Literacy ； Learning Type ； Web Programming Design ； Continuous Learning Intentions

參考文獻

林金定、嚴嘉楓、陳美花（2005）。質性研究方法：訪談模式與實施步驟分析。身心障礙研究季刊，3(2)，122-136。

萬文隆（2004）。深度訪談在質性研究中的應用。生活科技教育月刊，37(4)，17-23。

一、中文文獻

朱則剛（2015）。加拿大媒體素養教育探討。圖書資訊學刊，3(1 2)，1-13。

吳每每（1996）。人人需要資訊素養。社教雙月刊，73，4-5。