本研究以108課綱科技領域領綱為桃園市某國中體育班的創客新手們,發展樂高機器人素養導向課程,藉由混合研究方法探討不同學習情境下的鷹架工具,如何促進創客新手們的機器人領域學習及設計思考表現。於新手學習階段中,藉由ARCS(attention, relevance, confidence, & satisfaction)探究式教材、口頭提問等鷹架工具,引導創客完成任務的問題拆解;於小組創造力設計階段中,藉由後設思考學習單的反思鷹架來促進組內產品設計上的互動與共識,進而完成高層次目標的學習表現。本研究透過素養導向課程、鷹架工具之設計,於機器人協作學習提出教學、研究之討論與建議。
This study developed a Lego competency-based robotics curriculum in accordance with the guidelines in the technology domain of the 108 curriculum; the robotics curriculum was developed for Taoyuan junior robotics designers specializing in sports. Through mixed methods, this study examined the value of different types of scaffolds for improving robotics content knowledge and design thinking. In the initial stage, ARCS (attention, relevance, confidence, & satisfaction) inquiry materials and oral questions enabled the recruited designers to apply decomposition abilities to robotics missions. In the creative design stage, a metacognitive worksheet enabled the designers to realize their common goals for high-level performance. Implications for robotics collaborative learning are discussed on the basis of competency-based learning and scaffolding.
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