| Summary: | 碩士 === 國立高雄師範大學 === 軟體工程與管理學系 === 106 === Programming education is a topic attracting much attention. Along with the rapid development of information technology, coding design frameworks have been undergoing continuous change; and for novice learners, the learning content can often wear enjoyment very thin – even affecting learners’ interest and willingness to learn. This study investigates the question of how to help learners resolve difficulties while learning coding design and raise their levels of interest in the subject matter. With this aim, this study implements flipped classroom learning in information technology classes to provide a suitable coding design education design model for junior high-school students.
The study adopts an action research approach to conduct teaching practice. The study focuses on 7th grade middle-school students; with a total of 224 students, in eight classes. The education was implemented for 13 weeks, with the course design separated into three main stages. Class observations, teaching observations, data collection and student feedback were used to develop the education design model.
According to the research results, taking part in the education design implemented according to the flipped classroom approach helped the students with coding design learning. Through the education design model, the learners cultivated autonomous learning and problem solving capabilities. It also increased the leaners’ interest in the subject and increased their interaction with educators. Through the processes of flipped classroom interactive learning, the learners also established computational thinking ability, thus achieving learning objectives. Finally, through the implementation of this education design and the experience sharing, this study hopes that it will be able to help more educators to achieve educational goals in the implementation of coding design education.
|
|---|
