| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 107 === Notably, the curriculum outline of 12-Year Basic Education created a subject field of technology by combining the life-technology course and the information technology course. So, the purpose of the policy was to not only respond to the fast smart-technology development in all business industries but also to lay a solid foundation for cultivating our tech-savvy talents, currently or prospectively. The curriculum design for the technology subject field should emphasize both life-technology course and the information technology course equally. The information technology courses at high-school level much accentuate on how to achieve a multiple integrated application together with the ability of problem-solving and presentation, instead of a mastery level of software operation. On the basis of this rationale for curriculum design, this Thesis aims to develop a practical curriculum under the topic “The Combination of Development Board and Internet of Things,” while to examine the influence of the practical curriculum on students’ learning interests and learning effectiveness over junior-high students. The participants were 135 first-grade students at a junior-high school in Taichung City; meanwhile, the methodology consisted of experiments of both pre-tests and post-tests, the learning interest scales, performance test, as well as feedback questionnaires in order to collect data regarding participants’ situations before and after the experiment. The result showed that:
I.In the aspect of learning interest
(i)The was no statistical significance between such practical curriculum and the enhancement of participants’ learning interests;
(ii)Either prior to or after the curriculum, male participants had a better performance than female participants; and
(iii)After having the curriculum, there was no statistical significance in relation to participants’ learning interests, irrespective of participants’ prior knowledge about programming design or electronic circuit design.
II.In the aspect of students’ learning effectiveness
(i)The development board was helpful at enhancing participants’ technological knowledge about Internet of Things, to a significant degree;
(ii)There was no statistical significance in terms of learning effectiveness before and after the participants undergone the practical curriculum; and
(iii)The participant who had prior knowledge of programing design and electronic circuit design had a better learning effectiveness than those who didn’t.
III.In the aspect of class feedbacks
Majority participants responded very positively about their preference on using the development boards in learning programming design and electronic circuit design, as well as the effectiveness by utilizing practices to understand the application of internet of things.
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