The Effects of Advance Organizer for Learning Programming: A Survey of Student’s Mental Models

• Main Authors: Cheng-ju, Wang, 王正如
• Other Authors: Cheng-Chih, Wu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/82652177343100297536

碩士 === 國立臺灣師範大學 === 資訊教育學系 === 98 === This study investigated the effects of using robots as an advance organizer for learning programming and the mental models might result from the strategy. A quasi-experiment design was implemented in this study. Two classes of high school students, a total of 66 students, had participated in this study. The experiment lasted for eight weeks, with 2 hours per week, totaling 16 hours. One class of the students served as the experiment group, who had robot programming activities as the advance organizer in the first week and then switched to the traditional approach in the rest weeks; the other class served as the control group, who used the traditional programming learning approach throughout the experiment. The findings of this study were: (1) The robot advance organizer had effects on students’ program design performance, but not program comprehension performance. (2) The robot advance organizer did not affect students’ attitudes toward programming in general; however, students appreciated the use of robots as programming learning tools. (3) Most of the mental models resulted from the robot advance organizer were viable for learning programming. (4) Occasionally, some students might have misconception on the sequential concepts due to the prior robot advance organizer activities.