A Study on the Enhancement of Computational Thinking Ability Using Flipped Classroom on the Programming Course

• Main Authors: TSAI, TSE-MING, 蔡澤銘
• Other Authors: WU, WEI-CHEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/u2fwpz

碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 107 === In recent years, there is a new trend of programming learning in the world. Many countries have included programming learning into national compulsory education curriculum. In response to this trend. Educators in Taiwan also integrate programming and computational thinking into Science and Technology Learning field of directions goveming for the 12-year basic education curricula. It is aimed at developing students’ computational thinking competences and problem solving ability. However, some researches have showned that the expository instruction of programming courses is not suitable for elementary school students. Therefore, it is important to look for appropriate teaching strategies. This thesis is to investigate the effects of Flipped Classroom using teaching strategies on programming courses for elementary school students. It is hoped to understand whether the strategies are effective in enhencing students computational thinking competences and shortening the gaps between students. By doing so, students’ learning attitude is also realized. This thesis aims to explore the effectiveness of flipped classroom strategy used in computer programming for fifth graders of their computational thinking. Using a quasi-experimental design, the subjects were including the experimental group and control group of classes. The results of this thesis show that after the computer programming instruction, not only the experimental group but also the control group had improved the learning achievement test in computational thinking. The students in the experimental group who accepted the flipped classroom strategy had significant differences in the effectiveness of their computational thinking.