非資訊領域學生問題導向運算思維學習成效之縱貫性研究

非資訊領域的學生邏輯思維本就不如一般理工科系學生，存在一定程度的認知結構差異與學習移轉障礙。本教學實踐研究旨在探討運用問題導向教學法導引學生以運算思維解決生活與學習問題的教學成效。經剖析108學年度約1800份認知評量與Rubrics問題解決實作評量，並輔以Bebras國際運算思維挑戰賽作為整體成效的評估校標，與107學年度約1045位學生的學習成效進行縱貫性比較發現：1.108學年度運算思維學習成效較107學年度顯著提升；2.108學年度Bebras國際運算思維挑戰賽成果較107學年度顯著提升；3.108學年度學生對模式識別、歸納與抽象化和演算法等概念的學習成效顯著優於107學年度；4.運算思維各主軸概念學習成效可聯合有效預測Bebras國際運算思維挑戰賽成績，解釋力為6.2%，具低度學習遷移效果量。據此，本研究對運算思維教學規劃，提出具體建議。

關鍵字

問題導向；運算思維；實作評量；認知結構；學習成效

並列摘要

For those non-information students, their logical thinking comprehension is not as good as who are major in science and engineering. There exists a certain degree of cognitive structure differences and learning transfer barriers. This teaching practice study was conducted with the problem-based teaching method, and aimed to evaluate student's learning performance of predefined living or learning problem-solving skill via application of computational thinking (CT) approach. We analyzed about 1800 students' records of cognition evaluation, Rubrics authentic assessment, and the Bebras competition in the 108 academic year, and compared to those of the 107 academic year in a longitudinal manner. The major results and findings of this study were: 1. There was significant improvement of CT learning effectiveness. 2. There was significant improvement of performance in Bebras. 3. There was significant difference in learning performance of ＂pattern recognition＂, ＂induction/abstraction＂ and ＂algorithm＂ conception. 4. The CT conceptions could jointly predict performance in Bebras with low effect size of learning transfer (R2=.062). Reasons for the findings and implications for future research and teaching plan are discussed.

並列關鍵字

authentic assessment ； cognitive structure ； computational thinking ； learning performance ； problem-based

國際替代計量

非資訊領域學生問題導向運算思維學習成效之縱貫性研究

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