機器人課程教材鷹架對高中生未來關鍵學習能力的影響

The Impacts of Material Scaffoldings on Students’ Learning Competencies in High School Robotics Curriculum

近年來，機器人在教育上的應用被認為是具有提升學生五大關鍵學習能力（批判思考能力、問題解決能力、溝通討論能力、協同合作能力及創造創新能力）的有效課程之一，但文獻上關於機器人學習課程對學生這五項關鍵學習能力的影響仍不十分清楚。本研究透過機器人課程中不同程度的鷹架教材，探究其對高中生關鍵學習能力的影響。研究樣本為臺北市某普通高中選修機器人課程的兩個班級，共63位學生，實驗課程總計15週，其中一個班級提供高程度鷹架的輔助教具，另一個班級則提供低程度鷹架的輔助教具，其他所有課程與教學活動均相同。本研究以關鍵學習能力量表進行實驗前、後測，並於課程結束後，選取部分學生進行焦點訪談。研究結果發現，兩組學生在批判思考能力和問題解決能力兩面向上並無顯著差異；然而，在協同合作能力、創造創新能力，以及溝通討論能力三個面向上則發現低程度鷹架教材反而具有較正面的影響，焦點訪談資料分析亦佐證此一發現。此研究結果可對未來機器人課程與教材設計提供相關建議。

In recent years, robotics education has been regarded as a potential approach to enhance students’ five learning competencies (i.e., critical thinking, problem solving, collaboration, communication, as well as creative thinking). However, empirical studies regarding the impacts of robotic curricula on learners’ learning competencies are still very limited. In this study, we used two different scaffolding materials to explore the impact of the robotics teaching materials on students’ learning competencies. The sample of this study was 63 high school students who enrolled in a 15-weeks robotics course, intact in two classes, in a public high school of Taipei. The two scaffolding materials were randomly assigned to the two classes. A questionnaire was used to assess students’ fi ve learning competencies before and after the robotics curriculum. ANCOVAs were used to compare the five competencies between the two groups. The results showed that no significant difference was found in critical thinking and problem solving competencies between the two groups. However, the low scaffolding group showed significantly higher competencies in collaboration, communication and creative thinking. The result was confirmed by a follow-up focused interview. The results of this study can provide some suggestions for future teaching material designs for the robotics education.