| Summary: | 碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 98 === About the present information education in Taiwan, it focuses on how to operate application softwares although it do help, but it seems to be not enough, especially it is during the period that elementary school students dig out their potentials. Programming could improve children's thinking skills such as "problem solving abilities" and "logical reasoning"; "think indepently and problem solving" is in the top ten basic abilities announced by the Ministry of Education elementary and junior school students shall have, and programming is one of the methods to reach this goal.
In the US, there is a suggestion indicated in the 2003 computer education courses for elementary and junior school students announced by ACM (Association for Computing Machinery) that except for basic computer science, students should learn about "algorithmic thinking" and solve problems through "conditional" and "repetitions". In other words, it will let students fall behind future world of they are only equipped with Read/Write/Calculate abilities.On the contrary, it is necessary to regard programming as one part of general education of elementary school period.
Programming includes a lot of complicated thinking process and implementation. For an biginner, except for getting familiar with syntax, command, and programming environments, it would be more difficult to tansfer the problem solving methods into exact programming coding and cause high cognitive load. Therefore, the reason to do this research is to help computing teachers to come up with some good ideas for teaching programming courses.
This research is executed by "quasi-experimental approach" and take three forth grade elementary school classes (total 91 students) in Taipei as subjects. After experimental teaching for 11 weeks, evaluation tests about learning acheivement are carried out. The course is about "control structures", and the instructional strategies are "traditional teaching", problem-based teaching", and "completion example teaching". The main purpose of this research is to probe into the learning acheivement of the forth grade elementary school students about basic programming concepts by using different instructional strategies.
The experimental results come up from statistical analysis are:
1. It reaches level of significance that the overall learning achivement is better by using "completion example teaching" strategy compared with "problem-based teaching" strategy.
2. Through tests for different subjects, it is only significant that the learning aceivement is better by using "completion example teaching" strategy compared with "problem-based teaching" strategy in condition statement subject.
3. It reaches level of significance that the learning aceivement is better by using "completion example teaching" strategy compared with "problem-based teaching" strategy through paper tests on repeatation & conditioning implementation.
4. It reaches level of significance that the overall learning achivement is better by using "completion example teaching" strategy compared with "problem-based teaching" strategy through programming exercises of sequence and parallel and game design.
5. To classify students into different levels of computing ability, the learning acheivement is much better by using "completion example teaching" strategy compared with "problem-based teaching" strategy.
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