Scratch協作專題導向式學習之學習態度與學習成效之研究

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Title:	Scratch協作專題導向式學習之學習態度與學習成效之研究
Other Titles:	Study of learning attitude and effectiveness by using collaborative project-based learning strategies for Scratch learning
Authors:	徐曉彤;Hsu, Hsiao-Tung
Contributors:	淡江大學教育科技學系碩士在職專班黃雅萍;Huang, Ya-Ping
Keywords:	Scratch;協作學習;專題導向學習;Collaborative Learning;Project-Based Learning
Date:	2013
Issue Date:	2014-01-23 13:27:14 (UTC+8)
Abstract:	九年一貫的理念是希望學童能培養與人合作、主動探究、問題解決與運用資訊等能力。由此可知，未來教學不能只有單一教與學的過程，還要能透過多面相的學習、分享、發表與評量，來提升我國學童的資訊教育的學習力，研究者在進行Scratch教學時，發現學生對Scratch雖多興趣，但學生學習成效有很大的落差，研究者認為學生有問題時，多為教師協助處理，但課堂時間有限而學生的問題多元，教師無法滿足所有學生的提問，因此研究者希望藉由協作專題導向學習，來提升學童Scratch的學習成效與態度。本研究為準實驗研究，採用雙因子共變數分析，自變項為教學策略與Scratch程度或性別，依變項為實驗後成績。以臺北市國小六年級八個班209位學生為研究對象，研究對象上過七週的基礎教學後再進行實驗前測驗，教學策略為獨立專題導向學習與協作專題導向學習，並以實驗前的Scratch實作測驗成績將學生分為低、中與高分組，協作專題導向學習組依S型分組採協作學習，而獨立專題導向組採獨立學習。實驗前測驗內容為實作30秒小動畫成績與Scratch學習態度問卷前測，實驗後測驗內容實作電流集集棒成績與Scratch學習態度問卷後測。本研究以實驗前測驗為共變量，檢驗與實驗後測驗之差異。研究結果整理如下：一、教學法與Scratch程度在作品、作品說明書與整體學習成效的影響 (一)教學法與Scratch程度在作品、作品說明書與整體學習成效均無明顯交互作用情形。 (二)在Scratch作品、作品說明書和整體學習成效上，以教學法而言，協作專題導向學習在三者的學習成效均優於獨立專題導向學習；以Scratch程度而言，低分組在三者的學習成效均優於中和高分組，但中高分組在三者的學習成效均無顯著差異。二、教學法與性別在作品、作品說明書與整體學習成效的影響 (一)在Scratch作品說明書與整體的學習成效上，教學法與性別有交互作用情形。 (二)承上，對性別而言，男女生在作品說明書與整體的學習成效，協作專題導向學習在兩者的學習成效均優於獨立專題導向學習；對教學法而言，在協作專題導向學習中作品說明書與整體的學習成效，男生優於女生；在獨立專題導向學習中作品說明書與整體的學習成效，男女生學習成效無明顯差異。 (三)在Scratch作品學習成效上，教學法與性別無交互作用情形。 (四)承上，以教學法而言，協作專題導向學習在Scratch作品學習成效優於獨立專題導向學習；以性別而言，男生在Scratch作品學習成效優於女生三、教學法與Scratch程度在學習態度的影響 (一)教學法與Scratch程度均無明顯交互作用情形。 (二)在整體學習態度、合作向度與信心向度，以教學法來說，協作專題導向學習優於獨立專題導向學習。四、教學法與性別在學習態度的影響 (一)教學法與Scratch程度均無明顯交互作用情形。 (二)在整體學習態度、合作向度與信心向度，以教學法來說，協作專題導向學習優於獨立專題導向學習。 The present study aims at students’ learning effectiveness of using collaborative project-based learning strategies, teaching scratch or gender. A quasi-experimental design was adopted in the study. The participants were 209 sixth- grade students from eight classes in a public elementary school. The participants were divided into two groups - collaborative project-based learning (CPBL), and independent project-based learning (IPBL). Based on the results of scratch pre-test, each group was further divided into groups of three levels - high, medium, and low. The group of CPBL worked together heterogeneously, and the group of IPBL worked independently. The purpose is to investigate the correlation between strategies and competence of scratch among students after seven weeks of basic scratch learning. The research tools of the present study were scratch learning achievement test. The study used a nonequivalent pre and post-test design. In the pre-test of scratch achievement group, students’ work of 30-second animations, and Scratch pre-test of attitude scale were used as the covariates; in the post-test, students’ work of the Incredible Maze from the same group, and Scratch post-test of attitude scale were used as the dependent variables for two-way ANCOVA. The results of the study are summarized as below. The effects of strategies of scratch achievement are: 1. The influence of teaching methods and scratch levels on learning effectiveness 1.1 There was no correlation between strategies and scratch achievement. 1.2 The performance of CPBL group was better than IPBL group. 1.3 The performance of low achievement group was better than the high and medium groups. 2. The influence of teaching methods and gender on learning effectiveness. 2.1 In scratch learning achievement and scratch presentations, there was interrelated correspondence between teaching methods and gender. 2.2 In terms of gender, both male and female students performed better in CPBL than in IPBL. With regard to teaching methods, male students performed better than female students in CPBL. On the other hand, there was no significant difference in IPBL. 2.3 In terms of scratch learning achievement, there was no correlation between teaching methods and gender. 2.4 With regard to teaching methods, CPBL was better than IPBL; boys were better than girls. 3. The influence of teaching methods and scratch levels on learning attitudes 3.1 There was no correlation between teaching methods and scratch levels. 3.2 In terms of teaching methods, CPBL was better than IPBL in students’ learning attitudes, cooperation, and confidence. 4. The influence of teaching methods and gender on learning attitudes 4.1 There was no correlation between teaching methods and scratch levels. 4.2 In terms of teaching methods, CPBL was better than IPBL in students’ learning attitudes, cooperation, and confidence.
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