自我解釋對程式語言IF敘述學習的影響

The Effects of Self-Explanation on Learning Programming IF Statement

林育聖(Yu-Sheng Lin)

指導教授 ： 陳明溥

國立臺灣師範大學/教育學院/資訊教育學系/碩士(2001年)

摘要

本研究旨在探討自我解釋以及先備知識對程式語言IF敘述學習成效的影響，研究樣本為普通高中二年級117位學生。在教學實驗中，依據不同的自我解釋學習活動分為自我解釋問題引導、自我解釋原則提示、與不實施自我解釋等三組；先備知識則依先備知識測驗分為高先備知識與低先備知識二組。
研究結果發現：(1)在事實性問題上，自我解釋學習活動和先備知識對學習成效沒有顯著影響；(2)在程式評估問題上，自我解釋學習活動對學習成效沒有顯著影響，高先備知識組顯著優於低先備知識組；(3)在程式填充問題上，自我解釋問題引導組及控制組顯著優於自我解釋原則提示組，先備知識對學習成效沒有顯著影響；(4)在程式設計問題上，自我解釋問題引導組顯著優於自我解釋原則提示組及控制組，高先備知識組顯著優於低先備知識組；(5)在自我解釋數量上，自我解釋問題引導組顯著優於自我解釋原則提示組，先備知識對自我解釋數量沒有顯著影響；(6)在學習態度方面，自我解釋問題引導組對自我解釋學習活動的接納程度以及對自我解釋學習活動學習成效的看法上，皆顯著高於自我解釋原則提示組；兩組對自我解釋學習活動難度的看法無顯著差異。

關鍵字

程式語言教學 ； 自我解釋 ； 問題解決 ； 知識建構

並列摘要

The purpose of this study was to investigate the effects of self-explanation and prior knowledge on senior high students’ programming learning performance and attitudes. Subjects were assigned to one of the three experiment groups: the guided-question group, the principle-prompt group, or the control group. Learners were identified as high prior knowledge or low prior knowledge according to their performance on prior knowledge test.
The collected data were examined in terms of factual knowledge performance, code evaluation performance, simple code generation performance, code generation performance, the amount of self-explanation, and attitudes toward self-explanation activity. On the performance of factual knowledge, self-explanation and prior knowledge were not significant between groups. On code evaluation performance, the effect of self-explanation was not significant between groups, but high prior knowledge learners outperformed low prior knowledge learners. On the performance of simple code generation (code filling), the guided-question group and the control group outperformed the principle-prompt group, however, prior knowledge did not significantly influence the learning performance. On code generation performance, the guided-question group outperformed the principle-prompt group and the control group. And the high prior knowledge group scored significantly higher than the low prior knowledge group. On the amount of self-explanation, the guided-question group generated more self-explanations than the principle-prompt group. Finally, on the analysis of attitudes toward self-explanation activities, the guided-question group showed more positive acceptance than the principle-prompt group.

並列關鍵字

programming language instruction ； self-explanation ； problem solving ； knowledge construction

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