A Case Study of Cooperative Learning that Integrated Scratch and LEGO WeDo for an Elementary School Students

• Main Authors: Yu Chun Cheng, 鄭宇珺
• Other Authors: Chiu Pin Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/q3tned

碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 101 === This aims of this study is to discuss how the application of Scratch and LEGO® Education WeDo™ 9580 in class affects students’ learning effect of polygon and simple mechanisms. Moreover, it pays attention to their learning attitude in the process of participation. The experiment is designed based on the fifth and sixth graders’ textbooks published by Kang Hsuan Educational Publishing Group along with the tests issued by National-edition textbook. This study then proposes feasible suggestions on the basis of study result to serve as a reference for future studies and practical teaching. This study adopts the fifth and sixth graders, 31 in total, of a certain elementary school in Changhua County as the study subject, divided them into groups based on their school grades of mathematics in the manner of heterogeneity. We also adjusted some members of each group in accordance with the students’ interests and backgrounds, hoping that those with high achievement may guide the learning of those with low achievements. What’s more, group members may learn to cooperate better since they have different backgrounds, abilities, and interests. In this case, students may experience less frustration in the process and their learning interests may be improved as well. We believes that the concept of learning by doing is useful in increasing the learning effects of students and this study result may serve as a reference for designing future learning materials. The study results are stated as follows: I.The software of Scratch is effective in teaching elementary school students the concept of polygon, especially those with low achievement. Their making progress is significantly better than those with high or intermediate achievement. II.The software of Scratch and LEGO WeDo is also effective in improving students’ understanding of simple mechanisms. Moreover, “learning by doing” inspires students to have unlimited creativity and increase their interests of learning. III.Based on the analysis of observation records and recorded interviews, students tend to have positive communication and interaction in the process of peer cooperation. Besides, students with various levels of achievement and backgrounds show no significant difference in terms of their attitude of learning. IV.When students are divided into groups based on their specialties, they will be more willing to express themselves, help each other actively, and reflect their actions in the process of learning. In this way, the benefits of cooperative learning are improved as well.