本研究旨在以ADDIE模式规画设计6周国小六年级电脑课程，进行程式语言教学，再透过学习者学习态度量表，与「micro:bit学习成就测验」来评监教学成效。本研究对象为新北市某国小六年级六个班级，共154位学生。使用makecode for micro:bi...
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本研究旨在以ADDIE模式规画设计6周国小六年级电脑课程，进行程式语言教学，再透过学习者学习态度量表，与「micro:bit学习成就测验」来评监教学成效。本研究对象为新北市某国小六年级六个班级，共154位学生。使用makecode for micro:bit程式设计教学中，实验组三个班级以micro:bit开发板操作教学内容，控制组三个班级则以模拟器的方式进行，比较两组学生前後测之差异，分析micro:bit程式设计课程对学生的学习成效及学习态度的差异。
The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of r...
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The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions for adult learners. The main objective was to examine the impact of mediated transfer using the bridging method pedagogical approach on the prevalence of programming misconceptions. We conducted a quasi-experimental study in school settings during informatics (computer science) classes among 163 sixth-grade students. The control group received traditional programming lectures using the text-based programming language, Python. Conversely, the experimental group utilized a mediated transfer pedagogical approach by starting with the block-based programming language makecode for micro:bit before transitioning to the text-based Python. Our findings indicate that the experimental group significantly reduced programming misconceptions in fundamental programming concepts: variables, sequencing, selection, and loops - compared to the control group. This suggests that the use of block-based programming language as an initial step in programming education, followed by a structured transition to text-based programming language, can effectively mitigate common misconceptions among K-12 learners.
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