| Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 101 === The study used action research to find out how novice teachers assist learners in engaging in learning tasks in Lego robotic camps and analyzed the novice teachers' attainment of pedagogical content knowledge as well as professional development. In the end, the author summarized how the senior instructors influenced novice teachers and reflected how to improve Lego robotic teacher training in the future.
The research activities were divided into three sessions in Lego robotic camps. Each session lasted for five days. The participants were elementary school children at grade 3 to 6. In each session, approximately 25 children engaged in Lego robot activities in their own school classrooms. In addition to school children, the participants included novice teachers and senior instructors. The novice teachers were undergraduate students, who were responsible for teaching for the first time. One of the senior instructors was the researcher. The other was a master. They both had instructional experiences more than 3 years.
The research findings include: first, the novice teachers’ instructional strategies can be categorized as several patterns; second, the time to use instructional strategies depends on the instruction situation, abilities and motivation of the learners; third, novice teachers’ pedagogical content knowledge develops gradually with the accumulation of instruction experiences; last, imitating instructional strategies of the senior instructors is a two-edged method. The senior instructors and the novice teachers should adjust their cooperation model to stimulate more creative instruction.
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