| Summary: | 碩士 === 國立清華大學 === 人力資源與數位學習科技研究所 === 106 === Social studies in the primary school includes the interdisciplinary study of history, culture, geography, social system, politics and economy, civic responsibility, and morality, which em-phasize the integration of self, the people and the environment. However, the fact, teachers focus on narration and students recite piecemeal knowledge repeatedly in the classroom can not achieve the aim of curriculum which expecting students should be able to meaning, inter-nalized, classified, and simplified knowledge. The challenge of social studies pedagogy is to overcome the inability of students to combine old and new experiences and to have the capa-bility of solve problems.
The purpose of this study was to explore the conceptual understanding and construction of social cross-domain learning in primary school students and attitude of on students’ toward computational thinking. The design of research examined how students can link and the new and old knowledge through the computational thinking strategy by drawing concept maps, so as to explore the effectiveness of students’ construction of social learning domain knowledge. The research procedures included guiding students to use the computational thinking steps to construct the knowledge in the field of social learning, and to present the thinking path with the concept map, and to complete the students’ learning reflection by asking questions.
The results indicated that students present different paths of cognitive thinking and im-age structure, and the degree of students’ understanding of the text affects the dimension of thinking. The teacher understands the achievements of the students through the questions raised by the students. The question that students can ask after understanding and thinking is a sign of individual learning style in knowledge construction. Teachers identify the students’ diverse learning needs in the visual image thinking path after guiding the students to under-stand and construct their knowledge through the steps of computational thinking.
The conclusion of the study was that the development of social learning activities based on computational thinking accords with the curriculum objectives of interdisciplinary social study, and the computational thinking is effectiveness for the diversity of students’ thinking capability. The concept map is a suitable learning evaluation tools for the development of computational thinking of students. Recommendations was made for the further study to ex-plore the relationships between students’ computational thinking ability and the thinking pro-cess of problem-solving. Also, the possibility of integrating the computational thinking into the cross-domain study of the social discipline and the other disciplines can be explored was sug-gested. At the same time, the influence of students’ computational thinking ability on stu-dents’ problem-solving ability was also recommended.
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