The Effect of “Computer Science Unplugged” on Fifth Graders' Learning Attitudes, Self-efficacy and Computational Thinking

• Main Authors: Wen-Hsin Tsai, 蔡雯欣
• Other Authors: Su-Fen Chen
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/x7xs5q

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 106 === This study aims to investigate the effect of “Computer Science Unplugged” on fifth graders' learning attitudes, self-efficacy and computational thinking ability in Taiwanese elementary computer science education. Quasi-experimental design was adopted in this study. The participants were fifth grade students from eight classes in a New Taipei municipal elementary school. There were one hundred and five students in the experimental group in which “Computer Science Unplugged” was conducted during the second semester, while the other one hundred in the control group had only normal computer science programming using Scratch. The experiment lasted four weeks, including four lessons for each class in total. Research tools include “Computer Science Learning Attitude Scale”, “Programming Self-Efficacy Questionnaire” and “Test of Computational Thinking Achievement”. Before and right after the experiment, the students were tested. The pre-test and post-test scores were processed by four statistics methods: (1) one-way MANCOVA was employed to test the differences of the learning attitudes, self-efficacy, and computation thinking between the groups; (2) paired t-tests were employed to test the change of the scores from pre- to post-tests; (3) Pearson’s correlation was employed to investigate the relation between the variables. The results of this study found: 1-1. The students of the experimental group have significantly improved their “interest” in the “Computer Science Learning Attitude”. 1-2. The “useful” of the “Computer Science Learning Attitude” of students is different in the post-test. The experimental group is higher than the control group. 2. The impact of the “Computer Science Unplugged” course on “Programming Self-Efficacy”: There is no significant difference in students' “Programming Self-Efficacy”. 3. The impact of the “Computer Science Unplugged” course on “Computational Thinking Achievement”: The experimental group students have significantly improved their “Computational Thinking Achievement”. 4. The “Career expectations” and “useful” aspects of the “Computer Science Learning Attitude” of the experimental group students are positively related to “Computational Thinking Achievement”. Keywords: Computer Science Unplugged, Computational Thinking, Children Programming Education