Micro:bit融入國中資訊科技課程對八年級學生運算思維學習成就之研究

Research on the Computational Thinking Learning Effect of the Micro: bit of Eighth-grade students in the Information Technology Curriculum

黃資揚(Tzu-Yang Huang)

指導教授 ： 鍾志鴻

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2022年)

https://doi.org/10.6846/TKU.2022.00208

摘要

本研究目的旨在探討運用Micro: bit融入國中資訊科技課程對八年級學生運算思維學習成就之研究。本研究採用準實驗研究法，以某公立國中八年級班級中，挑選兩個班作為實驗組，兩個班作為控制組；實驗組使用Micro: bit融入國中資訊科技課程之學習模式、控制組則為Scratch融入國中資訊科技課程之學習模式。兩組學生在教學實驗前皆進行「Bebras國際運算思維測驗」的前測。教學實驗後，四個班級均再接受「Bebras國際運算思維測驗」後測及「電腦學習態度量表」，最後再以獨立樣本t檢定和單因子共變數分析等統計分析方法進行分析。藉以了解學生學習程式設計的學習態度與運算思維之學習成就。研究結果顯示實施Micro: bit融入國中資訊科技課程與Scratch融入國中資訊科技課程，均能顯著提升國中生之運算思維能力。其中實驗組實施Micro: bit融入國中資訊科技課程在運算思維學習成就上，顯著優於控制組採用Scratch融入國中資訊科技課程在運算思維學習成就。但兩組對於電腦學習態度並無顯著差異。本研究推論實施Micro: bit融入國中資訊科技課程能有效提升學生的運算思維能力，主要的原因為學生可以透過圖形化的網頁程式編寫加上能實際體驗程式輸出之結果，透過課程實施有助於培養學生的成就感與資訊素養，進而提升其運算思維能力。

關鍵字

運算思維 ； Micro:bit ； 學習態度 ； 學習成就

並列摘要

The purpose of this research is to integrate Micro: bit to into the IT curriculum for middle school students and investigate the effect on the learning achievement of 8th graders in computational thinking. This study adopts the quasi-experimental research method and two classes were selected as the experimental group and two classes were selected as the control group; It is a learning model for Scratch to integrate into the middle school IT curriculum. Both groups of students took the pre-test of the "Bebras International Computational Thinking Test" before the teaching experiment. After the teaching experiment, the four classes all received the post-test of the "Bebras International Computational Thinking Test" and the "Computerized Learning Attitude Scale". Finally, they were analyzed by statistical analysis methods such as independent sample t-test and single-factor covariate analysis. In order to understand the learning attitude of students learning programming and the learning effect of computational thinking. The research results show that the implementation of Micro: bit integrated into the middle school IT curriculum and the integration of Scratch into the middle school IT curriculum can significantly improve the computational thinking ability of 8th graders. Among them, the experimental group implemented the Micro: bit into the middle school IT curriculum in terms of the learning achievement of computational thinking, which was significantly better than the control group using Scratch to integrate into the middle school IT curriculum in the learning achievement of computational thinking. However, there was no significant difference in learning attitude towards computer learning between the two groups. This research deduces that the integration of Micro: bit into the IT curriculum for 8th graders can effectively improve students' computational thinking ability. The main reason is that students can write graphical web programs and experience the results of program output. To cultivate students' sense of achievement and information literacy, and then improve their computational thinking ability.

並列關鍵字

computational thinking ； Micro:bit ； learning attitude ； learning effectiveness

參考文獻

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