先備知識與鷹架策略對程式設計初學者運算思維概念、技能實踐與態度之影響

Effects of Prior Knowledge and Scaffolding on Programming Novices’ Computational Concepts, Practices, and Attitudes

本研究旨在探討先備知識與鷹架策略對程式設計初學者進行運算思維互動程式創作專題之運算思維概念、技能實踐及態度的影響。參與者為151位七年級學習者，進行為期八週共360分鐘的運算思維互動程式創作專題。學習者依循運算思維之問題解決歷程，包括：問題解析、模式識別、抽象化、演算法設計及模式類化等五個步驟，進行運算思維互動程式創作專題。鷹架策略依所提供學習鷹架之屬性區分為「後設認知鷹架」與「支持性鷹架」兩組，先備知識依前測成績分為高先備知識組與低先備知識組。研究結果顯示：一、高先備知識學習者在運算思維概念的理解與實踐皆有更為優異的表現；二、不論是後設認知鷹架或是支持性鷹架對於初學者的程式創作專題表現皆有相近的助益；支持性鷹架則是對於低先備知識學習者的學習成效有所幫助，使學習者在平行結構概念上有優異的表現；三、在運算思維態度方面，學習者均展現正向的態度；且低先備知識學習者對於程式創作專題有更正向的問題解決態度、使用後設認知鷹架的反思輔助可讓學習者展現更為正向的邏輯思考態度；使用支持鷹架策略時，需具備較高的先備知識才能讓學習者展現較佳的合作學習態度。

This study aimed to investigate prior knowledge and scaffolding on programming novices’ computational concepts, practices, and attitudes. One hundred and fifty-one 7th graders participated in an 8-week, 360-minute experimental project of interactive programming in this study. The project was conducted following a 5-phase of computational problem-solving framework, including problem decomposition, pattern recognition, abstraction, algorithm design, and pattern generalization. Two types of scaffoldings including meta-cognitive scaffolding and supportive scaffolding. The prior knowledge is divided into a high prior knowledge group and a low prior knowledge group according to the results of prior knowledge test in the concept comprehension of computational thinking. The results showed that: 1. The high prior knowledge advantage promotes learners to achieve better performance in computational concept comprehension, application, and practice; 2. Both the meta-cognitive scaffolding and the supportive scaffolding help learners to perform similarly in the interactive programming project; with the help of high prior knowledge advantage, the meta-cognitive scaffolding can bring about better computational practice in implementing parallel structures and synchronization structures; and the supportive scaffolding can compensate for learners’ low prior knowledge and results in better computational practice in parallel structures; 3. All participants showed positive attitude toward computational thinking on the project of interactive programming, the low-prior knowledge group show more positive problem solving attitude, and the meta-cognitive scaffolding group revealed positive attitude in computational thinking with the reflection assistance; on the other hand, the learners with supportive scaffolding expressed a better cooperative learning attitude while using high prior knowledge.