- 學位論文
兩種建構式做法在教與學初等程式設計上的比較與探討
A Comparison of Two Constructivist Approaches to Teaching and Learning Introductory Programming.
摘要
初學程式語言的學生，透過傳統課堂教學，在面對程式概念這個抽象概念的時候，往往無法將觀念正確地理解吸收，使學生學習效果不佳[McCracken, 2001]，而一到後期程式概念更加困難之後，學生就相對的容易放棄學習寫程式與概念。建構主義中提到：「知識的形成並非透過被動授予，而是得主動建立之。」[Von Glasersfeld,1989]，這告訴我們，知識概念必須要透過學生自身理解消化，才有辦法建立這些知識拓圖。但我們該如何幫助初學者來建立知識？「既然知識無法被動授予，那就串聯建構學習經驗脈絡。」[Jonassen, 1999]。因此，各種方法被提出。 其中，使用視覺化的方式學習，讓學生留下深刻的印象，能有效幫助學生學習，在許多研究中都已被證實[例如Mordechai Ben-Ari , et al, 2011.]。 本研究將探討是否一定要藉由視覺化系統才能學習良好，如果用其他方式留下印象而沒有視覺化系統，是否一樣會有好的學習效果。實驗將使純粹以文字coding學習的學生，透過推理式數據在文字化學習過程中讓學生留下深刻印象，再與視覺化學習的學生相比，如此一來使得兩種方式(視覺化學習跟文字化學習)都有留下深刻印象的學習過程。最後再探討兩種方式的學習成果。 實驗分成三個組別，分別是﹝1﹞Visual組──各階段概念皆使用視覺化系統(visual-programming系統)學習的學生，﹝2﹞Textual組──各階段概念皆以文字化coding學習的學生，以及﹝3﹞Mixed組──只有一開始的概念使用visual-programming系統之後皆用文字coding。結果指出這三組在學習成果上並無顯著差異。因此我們可以知道，只要是能讓學生留下深刻印象的學習方式，都能夠有效幫助學生學習，不一定要透過視覺化的方式。
並列摘要
The Novice of learning programming language often couldn’t study well in the concept of programming language. It’s hard for them to keep the abstract concept correctly in their mind. Unfortunately, it’s true that the harder concept in the later period, the more novices giving up learning the concepts. Constructivism said that, “Knowledge is not passively received but actively built up by the cognizing subject.” (Von Glasersfeld, 1989). We can know that the knowledge map just can actively absorb, understand, and then built by student themselves. But, how can we do to help them to built knowledge? “Since knowledge can not be transmitted, instruction should consist of experiences that facilitate knowledge construction”. So, many approaches had been brorght up. One of the approaches is to use visual-programming system by graphical, or called visual, interface which helping novices to learn abstract programming concept. And it is confirmed helpfully. Is it necessary to use visual-programming system by visual interface to impress student and help them learning well? Therefore, this study is going to confer that. It’s to compare the student who use visual-programming system to finish homework and the student who is just textual coding to do homework. But the latter will impress the concept in their mid in the learning process by deductive test data. After each period, we compare with the grades of both grades. The experiment is goin to divide student into three groups. One, called “Visual Group”, use visual-programming system to learn all concept, another, called “Textual Group”,use just textual coding to learn all concept, and the last one, called “Mixed Group”, use visual-programming to learn first concept and then just textual coding to learn other concept. It’s not ovservable different with these three groups in theris grades in each phase.So we can know that the learning approach which just impress student can help them learn well. It is not necessary to use visual (or visual-programming) system to teach student learn programming language.