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|Other Titles: ||A case study of pupils learning problem solving on lego mindstorms nxt course|
|Authors: ||程臻寧;Cheng, Zhen-ning|
|Keywords: ||問題解決;電腦樂高機器人;資訊融入教學;Problem solving;Lego Mindstorms NXT;Integrating information technology into teacging|
|Issue Date: ||2010-01-11 00:32:43 (UTC+8)|
The purpose of learning is to solve different kinds of problems in our life.In Piaget’s Cognitive development Theory, he emphasized that knowledge is the result of the interaction of an individual and the environment. An individual reacts to the new environment with the knowledge he/she has gained at previous time. However, the knowledge he/she has gained can’t always solve the problems he/she is facing in the new environment and sometimes the knowledge conflict with the new circumstance , the individual will develop another knowledge to adapt to the new circumstance. Therefore, teachers are supposed to design suitable learning environments to inspire pupils to gain new knowledge. Problem solving means a pupil figures out how to solve a new problem by observing, analyzing, and testing without relying on any help. It is an important process for pupils to learn new knowledge actively. Cognitive development Theory and Problem solving both emphasize the process of active thinking of pupils.
The purpose of this research is to understand the process of active learning for primary school pupils by observing the pupils while they are learning how to operate Lego Mindstorms NXT . The subjects of the research are 7 primary school pupils from Leh Leh School in Linko Township. The method of the research is qualitative research with observing, interviewing and analyzing documents in order to collect research data. Lego Mindstorms NXT Course is the learning circumstance for this research and the research tools are the researcher and the methods of the observation and interview forms designed by the researcher. The findings of the research are: 1. the teaching circumstances of Lego Mindstorms NXT help the pupils develop the skills of solving problems. and the following results; 2. the teaching designs by the circumstances can help the pupils develop the skills of solving problems; 3.“learning by doing” helps the pupils practice metacognitive skill and develop the skills of solving problems; 4. the closer to the pupils'' life experiences the teaching designs are , the more effectively to draw pupils'' attention and learning desire in class. Moreover, the steps of the problem solving for primary school pupils while they are facing problems are: 1.Discovering problems, 2.ascertaining problems, 3. drawing up possible programs, 4.observing useful resource,5. testing and proving, 6. applications for the future. In addition, It was found that different pupils had different behaviors of problem solving such as : 1. Third-graders and fourth-graders spend more time testing; meanwhile they need more demonstrations or suggestions from teachers; 2. the impetuous pupils need more encouraging or prompts from teachers. In the end of the thesis, the researcher offered reviews and suggestions of course designs and teaching methods for teachers in order to provide more references to teach the courses of problem solving.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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