| Summary: | 碩士 === 臺北市立大學 === 資訊科學系碩士在職專班 === 107 === Learning computer programming can enhance the students’ high order thinking skills. There are many programming environments suitable for elementary schools’ learners including Scratch, code.org, and micro:bit. Little research pays attention to micro:bit visualized programming. As a result, this study is to develop micro:bit visualized programming learning activities and to investigate the learning effect of micro:bit programming on fifth graders’ computational thinking abilities, problem-solving competences, computer attitudes, and learning self-efficacy.
This study adopted quasi-experiment design for conducting a learning experiment. The subjects are 162 fifth graders from six classes in Taipei city. The experimental group accepted micro:bit programming learning while the control group learned image processing software operation and application. The learning experiment lasted for 13 weeks. Before and after experiment, all of groups took the tests of Bebra computational thinking exam and problem-solving test, and filled out inventory of computer attitudes and questionnaire of learning self-efficacy. In addition, the experimental group took the learning achievement test of micro:bit programming, and were interviewed for presenting their learning perception. All the collected data were analyzed by using descriptive statistics, Pearson correlation and one way ANOVA.
The results reveal that this study developed a series of learning activities suitable for fifth graders. The micro:bit programming learning design can enhance the learners’ computational thinking abilities, and partial problem-solving competences, and promote the students’ learning self-efficacy, and most of computer attitudes. The Pearson product-moment correlation among programming achievement, computing thinking, and problem-solving indicate a significant positive and medium association.
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