以腳本策略促進國中生在遠距合作程式設計學習中之社會共享調節

Abstract

本研究的目的在設計腳本策略來促進國中生在遠距合作程式設計學習中之社會共享調節（socially-shared regulation, SSR）。本研究採行動研究法，邀請了雲林縣三所國中共9位學生參與遠距合作式程式設計活動（remote collaborative programming, RCP）。本研究先讓4位（1個4人小組）學生進行RCP活動以了解小組有哪些與SSR相關的狀況；在釐清狀況、擬定腳本策略（行動方案）後，讓另外5位（1個2人小組、1個3人小組）學生進行有腳本策略輔助的RCP活動。本研究蒐集小組進行RCP活動的影音資料，並在教學活動前後讓學生填答運算思維測驗及調節策略量表。研究發現，國中生進行RCP活動時小組與SSR相關的狀況有：在計劃方面較少主動表達想法、忘記組員曾提出的想法；在任務監督方面鮮少確認活動時間及關注組員狀況；在內監督方面較少關注程式正確性；在評估方面不會階段性地檢討是否達成任務目標。本研究以「提問」、「角色分配」及「角色引導語」三種腳本策略輔助國中生進行RCP活動，發現小組有較多組員會表達與計劃相關的想法，及記錄小組與計劃相關的想法；有些人會提醒活動剩餘時間，有些人表示可以進到下一階段；然而僅少數組員分享程式碼有誤、如何修改；亦僅少數組員階段性地檢討是否達成任務目標。另外，有腳本輔助的學生在運算思維技能方面，與沒有腳本輔助的學生無顯著差異；有腳本輔助的3人小組學生在社會共享調節策略及自我調節策略方面，與沒有腳本輔助的4人小組學生相比，則顯現出顯著的進步。

The purpose of the study was to design scripting strategies to promote socially shared regulation (SSR) of secondary school students participating in remote collaborative programming (RCP) activities. Using action research methodology, the study involved 9 students from grades 7-9 across three secondary schools in Yunlin County. Initially, 4 students (a group of 4) engaged in RCP activities to identify socially shared regulation related issues. After clarifying SSR-related issues and devising scripting strategies (action plans) , 5 other students (a group of 2 and a group of 3) participated in RCP activities supported by scripting strategies. The study collected audio-visual data from RCP activities and administered computational thinking tests and regulation strategy scales to students before and after the RCP activities. The study identified several SSR-related issues during RCP activities, including: (1) limited expression of planning-related ideas, (2) forgetting previously mentioned planning ideas, (3) not confirming remaining activity time, (4) lack of timely inquiry when group members stalled in programming, (5) inadequate code checking, and (6) insufficient evaluation of goal achievement. Three scripting strategies “questioning”, “role assignment”, and “role guidance” were employed to support students in RCP activities. In planning-related issues, findings showed students expressing and recording more planning ideas. For task monitoring, some students reminded others of remaining time or suggested moving to the next stage, but there was still limited inquiry into individual programming progress. For content monitoring and evaluation, only few students shared code errors or evaluated task goal achievement. Lastly, there was no significant difference in computational thinking skill between students with script assistance and students without script assistance. However, students in the group of 3 with script assistance showed significant improvement in socially shared regulation strategies and self-regulation strategies compared to students without script assistance.