| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 101 === This study investigated, via quasi-experiments, the effects of Students-centered project-based learning with Initiation (SPBL with Initiation) on the development of students’ computing skills. In this study, 96 elementary school students were selected from four class sections taking a course titled ‘Digital Storytelling’, and were assigned into the following four groups: SPBL with Initiation group (G1, n = 20), SPBL group (G2, n = 31), PBL group (G3, n = 24), Traditional group (G4, n = 21). They had to design digital materials for digital storytelling. The author collected both quantitative and qualitative data, including the interview with students and teacher’s journal. Based on the analysis in this study, it is found that the effect of SPBL with Initiation on improving students’ computing skills and environmental knowledge was significantly higher than those without. This research provides an innovative design and illustration of SPBL with Initiation for teachers, educators, and schools which pay attention to enhance students’ computing skills.
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