Peer instruction and Problem solving with Scratch progarming

• Main Author: 劉正吉
• Other Authors: Chiu-Pin Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/11033594690149968612

碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 99 === This research is aimed at implementing Scratch teaching, peers instruction, problem solving and deductive logic on 29 elementary school students. The research discovered the following results. 1.The research showed that there’s no significant difference before and after the test whether on genders or graders grouping on the logical deduction test, but the performance of female students are better than male students. 2.Students obtain more accurate experimental data without the distress of the name of work under Scratch website thumbnails function, but the message function doesn’t utilized well with the limitations of peer guidance mode. 3.Students can convert the teacher’s work to complete their own program works. The outstanding students can even create their own games. 4.Scratch software is full of interest for the students, nearly 70 percent of them think that it is easy to operate and arouses their interest in learning. 5.The discussion through peer instruction is helpful for students to understand and program. 6.Students are only different in the "perceived problem" section of problem solving. 7.It shows a positive correlation between Scratch achievement and the science and technology achievements. 8.The peer grouping should be cared, because the peer effects may lead to negative learning. 9.The Scratch software acceptance for teachers in elementary and junior is high. Teachers think that the convenience of its operation is suitable for software of programming subjects in the fifth and sixth graders.