同儕配對與親子配對在國小學童學習Logo程式設計之個案研究

Abstract

本研究旨在觀察與分析國小四年級學童以同儕配對或親子配對學習MSWLogo程式設計之合作方式、對話層次、合作意願及學習興趣。本研究採多重個案研究法，從桃園縣某國小四年級自願參與之學童與家長立意抽樣同儕組（男男、女女與男女配對）與親子組（父子、母子與母女配對）各三組為研究對象。親子合作非屬學校正規教學活動，因此以暑期電腦營分兩階段實施。本研究規劃十二節教學課程，每節五十分鐘。每節課教學者先講授課程內容後，再由個案進行合作解題，於每階段結束後讓九位學童進行個別實作解題，其目的在於觀察同儕或親子配對學習對個案造成之影響。另外，研究者於課程結束後針對個案逐一進行深入訪談，以探究不同組別間的合作方式與學習態度。以下彙整本研究所獲致之結論： 在「合作方式」方面，包含：（1）在操作權方面，合作初期同儕組皆不適應共用一部電腦，僅女女配對組協調共同操作；後來各組皆由能力較好的人取得較多操作機會；親子組均由孩子操作電腦，偶而也有父母介入操作之情形。（2）在主導權方面，合作初期同儕組參與解題頻率較為平均，隨著指令與圖形困難度提高，各組也隨之由解題能力較好的人主導解題；親子組有兩組在孩子遇到困難時家長介入指導，而母子配對組則完全由媽媽主導，可從訪談內容中發現親子組之合作互動，皆反映平日父母指導孩子做功課之方式。 在「對話層次」方面，包含：（1）各組出現相當高百分比之程序性對話，可能與各組必須不斷地操作與執行MSWLogo指令完成圖形，自然出現較多與執行步驟相關之對話，或許在其他學科方面之學習不見得會有此種現象。（2）同儕組男男配對組與男女配對組皆出現許多社交性對話，女女配對組卻咸少出現；女女配對學習程式設計似乎能有較多聚焦於任務相關之討論。 在「合作意願」方面，三名同儕組學童與全數親子組學童皆喜歡此種配對方式，有意願再參加相同配對方式之學習，另外三名同儕組學童則比較喜歡自己一個人學習。在「學習興趣」方面，四名同儕組學童與全數親子組學童喜歡學習MSWLogo程式設計，也有興趣再學習進階課程，僅兩位同儕組學童表示學習此程式設計較困難。 茲就本研究之結論作三項後續研究建議：（1）本研究觀察親子配對合作有助於學童學習MSWLogo程式設計，建議可在國小多實施親子配對學習程式設計或電腦技能課程；（2）本研究觀察同儕組女女配對組較能相互合作討論，男男配對組與男女配對組則容易爭奪操作權，也較容易由一人主導解題，建議可探討不同性別配對合作學習是否會影響學童學習程式設計之成效；（3）MSWLogo程式設計之語法過於簡單，建議採用語法較複雜之程式語言進行相同之研究，如：Python，或許可觀察出有別於本研究之觀察結果。The purpose of this study was designed to observe and analyze cooperative ways, levels of dialogue, cooperative willingness, and learning attitudes of peer pairs and parent-child pairs learning MSWLogo programming for the fourth-grade elementary school students in Taoyuan County, Taiwan. This qualitative study, used a multiple-case study analysis, was designed to evaluate learning styles and interactive information for purposive sample of three peer pairs (sexual classification of each peer pair is two-boy, two-girl, and boy-girl) and three parent-child pairs (blood relationship of each parent-child pair is father-son, mother-son, and mother-daughter). Instructional experiment divided into two phases, was implemented by means of programming activities in summer vacation in that parent-child cooperation is a non-formal education activity during that period of school time. Including twelve sections of programming instruction, MSWLogo course was carried out fifty minutes each section. After instructor taught one-section course, each pair was asked to solve problems cooperatively and immediately. Besides, each pair was also demanded to work out practical puzzles at the end of each stage. As a result, implications and performance were scrutinized and examined in individual pairs. In addition, participants were interviewed profoundly and individually in order to investigate cooperative patterns and learning attitudes of varied pairs. The results and conclusions were followed: In the aspect of cooperative modalities, including: (1) Regarding the view of operational right, peer pairs were incompatible with sharing a computer mutually at the initial cooperative stage except that two-girl pair could coordinate their efforts to operate by turns. However, afterward better-performance participant of each peer pair had earned more opportunities to operate the shared computer. As for parent-child pairs, the shared computer was operated by the child of each parent-child pair. It was occasionally involved in taking control of the situation by their parent, especially the second phase. (2) Regarding the view of leading right, each person of peer pairs had initially the same opportunities to participate in solving problems; however, afterward the more difficult instructions and graphics were, the more opportunities better-performance participant of each peer pair had. As for parent-child pairs, the process of the problem-solving was interfered and dominated by parent when their child encountered greater difficulties except mother-son pair. Concerning mother-son pair, the problem-solving programming was completely dominated by parent throughout the entire process instead. It was found out that the cooperative and interactive styles of parent-child pairs reflected the ways of parent’s upbringing and attitude from the content of the interviews. In the levels of dialogue, including: (1) There were extremely high percent of procedural conversations in each of all sixth pairs. It was assumed that peer pairs or parent-child pairs had to operate and implement instructions continuously so as to finish MSWLogo graphics. Therefore, it resulted in many conversations related to the steps of programming implementation. There might have not been the same results in learning other subjects. (2) There had been considerable social conversations in two-boy pair and boy-girl pair except two-girl pair. Instead of sociabilities, it seemed that there had been more numerous discussions related to programming tasks in two-girl pair. In the Willingness to cooperate, the peer group of three children and all children are like parent-child groups such matching means and the will to participate in the same way of matching study, three other children, peer group comparison study of a person like themselves. In the Interested in learning, peer group of four children and all the parent-child groups like children learning MSWLogo programming, also interested in learning more advanced courses, only two peer groups that children learn the program design more difficult. It is on the conclusions of this study for three follow-up study recommended: (1) The observation of parent-child pairs cooperation will help children learn MSWLogo programming, More than the implementation of recommendations of the parent-child pair in Primary school learning programming or computer skills courses； (2) The observation of the two-girl pair to discuss mutual cooperation, two-boy pair and boy-girl pair Easy wins for the right to operate, but also more Easily by one person-led problem solving. Proposal could explore different gender-matching study will affect students study the effectiveness of programming; (3) The syntax of MSWLogo programming is too simple, proposed to use the more complex syntax of the programming language for the same study, such as: Python, or permission to observe different from the results of this study was observed.