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題名：概念圖與程序V圖對大專生程式解題能力之影響
書刊名：教學科技與媒體
作者：林建良 引用關係／黃台珠
作者(外文)：Lin, Chien-liang／Huang, Tai-chu
出版日期：2010
卷期：93
頁次：頁61-76
主題關鍵詞：問題解決；程式設計；程序V圖；概念圖；Concept map；Problem solving；Programming design；Progress V map
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:25
  • 點閱點閱:98
本研究旨在探討概念圖與程序V圖對大專生程式解題能力的影響，研究對象爲某大專「程式設計」課程兩班74位學生。研究者運用測驗、問卷及晤談方式蒐集資料，並使用二因子共變數分析。結果顯示具概念圖學習經驗學生的程式解題能力顯著優於無概念圖學習經驗學生，有無使用程序V圖對程式解題並無顯著差異。但晤談結果發現學生多認爲程序V圖對程式解題有幫助，部分學生則因不知如何使用而未用，程式教學應著重認知工具的易用性。
The purpose of this study was to investigate the effect of concept map and progress V map on college students' problem solving ability of programming design. There were two "Programming Design" classes total 74 students participated in one southern Taiwan college. The research data were collected by the means of assessments, questionnaire and interviews. With the two-way covariance of analysis (ANCOVA), the results indicated that the problem solving ability of students who had concept map learning experience was significantly greater than the students who had no concept map learning experience. The progress V mapping had no significant effect on the problem solving of computer programming. We conducted semi-structured interviews with a total of 6 students randomly selected from high and low achievement student groups. The discourse analysis results indicated that students understand the usefulness of the progress V map in the problem solving of program designing, but someone didn't use it because the progress V map was difficult to use in computer programming. The instruction design of computer programming needed to make cognition tools easier to use for novices.
期刊論文
1.羅希哲、溫漢儒、曾國鴻(20070400)。概念構圖融入電腦輔助教學法應用於綜合高中學生化學科之學習成效及態度之研究。科學教育學刊，15(2)，169-194。new window  延伸查詢new window
2.Lattu, M.、Meisalo, V.、Tarhio, J.(2003)。A visualisation tool as a demonstration aid。Computers and Education，41(2)，133-148。  new window
3.Linn, M. C.、Clancy, M. J.(1992)。The case for case studies of programming problems。Communications of the ACM，35(3)，121-132。  new window
4.邱垂昌(20080600)。運用概念圖作為中級會計學補救教學與評量之輔助工具研究。新竹教育大學教育學報，25(1)，127-154。new window  延伸查詢new window
5.Anderson, John R.(1993)。Problem Solving and Learning。American Psychologist，48(1)，35-44。  new window
6.Felleisen, M.、Findler, R. B.、Flatt, M.、Krishnamurthi, S.(2004)。The TeachScheme! Project: Computing and Programming for Every Student。Computer Science Education，14，55-77。  new window
7.江新合、唐偉成(19991200)。開發科學創造力的V-Map教學策略實徵研究。科學教育學刊，7(4)，367-391。new window  延伸查詢new window
8.Davis, E. A.(2003)。Prompting middle school science students for productive reflection: Generic and directed prompts。The Journal of the Learning Sciences，12(1)，91-142。  new window
圖書
1.Newell, Allen、Simon, Herbert Alexander(1972)。Human Problem Solving。Prentice-Hall, Inc.。  new window
2.Linn, M. C.、Davis, E. A.、Bell, P.(2004)。Internet environments for science education。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
3.Vygotsky, L. S.、Kozulin, Alex(1986)。Thought and language。MIT Press。  new window
4.Clark, Ruth C.、Nguyen, Frank、Sweller, John(2006)。Efficiency in learning: Evidence-based guidelines to manage cognitive load。Pfeiffer。  new window
5.Sternberg, R. J.、Williams, W. M.(2002)。Educational psychology。Boston：Allyn & Bacon。  new window
6.吳明隆、涂金堂(2005)。SPSS與統計應用分析實務。五南圖書出版股份有限公司。  延伸查詢new window
7.張春興(2001)。教育心理學：三化取向的理論與實踐。台北：東華。  延伸查詢new window
8.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
9.邱皓政(2006)。量化研究與計量分析：SPSS中文視窗版資料分析範例解析。五南。  延伸查詢new window
10.Dewey, J.(1910)。How we thinking。Boston：D.C. Heath。  new window
其他
1.林建良、黃台珠(2004)。後設認知工具促進學生問題解決能力的行動研究，高雄。  延伸查詢new window
2.陳明溥(2007)。程式語言課程之教學模式與學習工具對初學者學習成效與學習態度之影響。  延伸查詢new window
3.Cañas, A. J.; Novak, J. D.(2008)。Concept mapping using CmapTools to enhance meaningful learning，London：Springer。  new window
4.Coffman, M.; Riggs, L.(2006)。The virtual Vee map: A template for internet inquiry。  new window
5.Dunlap, J. C.(2005)。Problem-based learning and self-efficacy: How a capstone course prepares student for a profession。  new window
6.Fisher, K. M.; Wandersee, J. H.; Moody, D. E.(2000)。Mapping biology knowledge，Boston：Kluwer Academic。  new window
7.Kalles, D.(2008)。Students working for students on programming courses。  new window
8.Koffman, E. B.; Wolz, U.(2002)。Problem solving with Java，Boston：Addison-Wesley。  new window
9.Mintzes, J. J.; Wandersee, J. H.; Novak. J. D.(2000)。Assessing science understanding: A human constructivist view，San Diego, CA：Academic Press。  new window
10.Oliver, K.; Hannafin, M.(2001)。Developing and refining mental models in open-ended learning environments: A case study。  new window
11.Ormrod, J. E.(1990)。Human learning: Principles, theories, and educational applications，New York：Macmillan。  new window
12.Ozcelik, E.; Yildirim, S.(2005)。Factors influencing the use of cognitive tools in web-based learning environments: A case study。  new window
13.Sancho-Thomas, P.; Fuentes-Fernandez, R.; Fernandez-Manjon, B.(2009)。Learning teamwork skills in university programming courses。  new window
14.Solso, R. L.(1998)。Cognitive psychology，Boston：Allyn & Bacon。  new window
15.Ugwu, O.; Soyibo, K.(2004)。The effects of concept and Vee mappings under three learning modes on Jamaican eighth graders’ knowledge of nutrition and plant reproduction。  new window
16.van Merriënboer, J. J. G.; Kirschner, P. A.; Kester, L.(2003)。Taking the load off a learner’s mind: Instructional design for complex learning。  new window
圖書論文
1.Collins, A.、Brown, J. S.、Newman, S. E.(1987)。Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics。Learning, knowing, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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