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研究生:韓宜娣
研究生(外文):Yi-Ti Han
論文名稱:鷹架支持與自我效能對國小學生程式設計學習表現與學習態度之影響
論文名稱(外文):The Effects of Scaffolding and Computer Self-Efficacy on Sixth-Graders' Performance and Attitude of Programming
指導教授:陳明溥陳明溥引用關係
指導教授(外文):Ming-Puu Chen
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:140
中文關鍵詞:後設認知鷹架程序鷹架電腦自我效能程式設計
外文關鍵詞:metacognitive scaffoldingprocedural scaffoldingcomputer self-efficacyprogramming
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本研究旨在探討不同鷹架支持(後設認知鷹架、程序鷹架)與電腦自我效能(高電腦自我效能、低電腦自我效能)對國小六年級學生程式設計學習表現與學習態度之影響。研究對象為國小六年級學生,有效樣本為77 人,研究設計採因子設計之準實驗研究法,自變項包含鷹架支持與電腦自我效能,鷹架支持分為「後設認知鷹架」及「程序鷹架」兩種類型,電腦自我效能依據電腦自我效能量表之分數,分為「高電腦自我效能」及「低電腦自我效能」;依變項則包括程式設計學習表現與電腦課學習態度。研究結果發現:(1)後設認知鷹架能提升學習者在較高層次的程式設計學習表現;(2)高電腦自我效能學習者有較佳的程式設計學習表現和電腦課學習態度;(3)無論是接受後設認知鷹架或程序鷹架的學習者對於Stagecast Creator程式設計教學皆持正面肯定態度。
The purpose of this study was to examine the effects of scaffolding and computer self-efficacy on sixth graders' performance and attitude of programming. Participants were 77 sixth graders of an elementary school. The methodology of this study was quasi-experimental design. The independent variables of this research contained scaffolding and computer self-efficacy. According to the different designs, the types of scaffolding were metacognitive scaffolding and procedural scaffolding. And computer self-efficacy was divided into high computer self-efficacy and low computer self-efficacy. The dependent variables included learning performance and learning attitudes. The results revealed that:(a) the metacognitive scaffolding facilitated learners' higher level performance of programming. (b) learners with high computer self-efficacy obtained more positive performance and attitude of programming. (c) regardless of the scaffolding types, both students held positive attitudes toward the use of Stagecast Creator for teaching programming.
附表目錄…………………………………………………vi
附圖目錄…………………………………………………vii
第一章 緒論……………………………………………1
第一節 研究背景與動機………………………………1
第二節 研究目的與待答問題…………………………4
第三節 研究範圍與限制………………………………5
第四節 重要名詞釋義…………………………………7
第二章 文獻探討………………………………………9
第一節 程式設計學習…………………………………9
第二節 鷹架學習理論…………………………………20
第三節 自我效能理論…………………………………32
第三章 研究方法………………………………………38
第一節 研究對象………………………………………38
第二節 研究設計………………………………………39
第三節 研究工具………………………………………41
第四節 研究程序………………………………………53
第五節 資料處理與分析………………………………55
第四章 結果與討論……………………………………60
第一節 程式設計學習表現分析………………………60
第二節 電腦課學習態度分析…………………………72
第三章 結論與建議……………………………………79
第一節 結論……………………………………………79
第二節 建議……………………………………………82
參考文獻…………………………………………………85
附錄一 電腦自我效能量表……………………………96
附錄二 後設認知鷹架組學習單………………………98
附錄三 程序鷹架組學習單……………………………119
附錄四 程式概念評量…………………………………133
附錄五 專題實作評量表………………………………137
附錄六 電腦課學習態度問卷…………………………139
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