程式學習隨著資訊科技的日新月異而逐漸受到重視，兒童學習程式設計以培養科技素養與高層次思考能力為教育的新趨勢，然而對初學者來說程式學習是門艱困難學的學科，教學中應輔以適切的教學方法與輔助工具以提升兒童程式學習的動機，進而提升學習成效。本研究運用mBot機器人進行兒童程式教學，讓學習者透過視覺化程式語言與動手實作學習編寫程式，教學中導入不同概念構圖學習方式，欲探究繪製概念構圖、填空概念構圖與閱讀概念構圖此三種概念構圖學習方式對兒童程式學習成效與自我效能的影響。本研究採不等組前後測準實驗研究法，研究對象為北部某國立小學五年級的三個班學生，共75位在學生，隨機分派三個班級到空白概念構圖組(23人)、填空概念構圖組(26人)與閱讀概念構圖組(26人)，三組皆採同質性分組並進行相同之教學內容與學習活動，僅概念構圖的學習方式不同。實驗課程共進行兩週，共計6個單元，8節課施行，以問題導向學習法帶領受試者思考並推演問題的解決方式，透過小組合力完成程式編寫與概念構圖建構。實驗前與實驗後透過測驗及問卷評估受試者的程式能力與自我效能，經資料處理與分析，研究結果顯示，三種概念構圖策略各有其優勢，在提升程式學習成效上並無差異，再者在提升編程自我效能上亦無顯著差異。建議未來教學可以延長實驗介入時間，並調整實驗執行上的細節，讓三種概念構圖策略能充分發揮其學習效果，帶來明顯的成效差異。

The purpose of this study is to explore the impact of different concept-mapping methods on children's learning outcomes and self-efficacy in programming learning. A pre-and-posttest quasi-experimental research was conducted. Three classes of students from the fifth grade in one elementary school were randomly assigned to one of the experimental conditions (student-generated-concept-maps group, fill-in-concept-maps group, & read-expert-concept-maps group). The experiment was conducted for two weeks. Three classes used same materials, grouping methods and learning activities, but different concept-mapping methods. Six units of programming were implemented, with the concept-mapping strategy being integrated into learning process. The learning outcome and self-efficacy in programming learning were assessed after the experimental course. The results are as follow: (1)There is no difference in improving the effectiveness of programming learning by different concept-mapping methods (2)There is no difference in the three concept-mapping methods in improving self-efficacy in programming learning.

目錄
第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的	8
第三節 研究範圍	8
第四節 名詞解釋	9
第二章  文獻探討	12
第一節 兒童程式教學	12
第二節 概念構圖	20
第三節 概念構圖應用在程式學習上	26
第三章  研究方法	28
第一節 研究對象	28
第二節 研究架構與變相	29
第三節 研究設計	33
第四節 課程設計	35
第五節 研究流程	38
第六節 研究工具	40
第七節 資料處理	45
第四章  研究結果討論	46
第一節 不同概念構圖策略之學習成效分析	46
第二節 電腦編程學習自我效能研究結果	48
第三節 綜合討論	50
第五章  結論與建議	54
第一節 研究結論	54
第二節 研究貢獻	55
第三節 研究限制	56
第四節 研究建議	57
參考文獻	60
 
表目錄
表3-1研究樣本組別與人數	29
表3-3研究設計	35
表3-6-1程式測驗卷之雙向細目表	41
表3-6-2程式測驗卷之各學習主題難易度與鑑別度	42
表3-6-3機器人編程學習測驗卷之雙向細目表	43
表3-6-4機器人編程學習測驗卷之各學習主題難易度與鑑別度	44
表4-1-1程式能力之前後測統計摘要	47
表4-1-2程式能力前後測組內迴歸係數同質性摘要表	47
表4-1-3程式能力後測成績之單因子共變數分析(依變數：後測成績)	48
表4-2-1程式能力前測與電腦編程學習自我效能後測之組內迴歸係數同質性摘要表	49
表4-2-2自我效能量表總分共變數分析	49
 
圖目錄
圖3-2-1 研究架構圖	29
圖3-2-2 空白概念構圖組受試者繪製的mBot機器人概念圖	30
圖3-2-3 填空概念構圖組受試者繪製的mBot機器人概念圖	31
圖3-2-4 閱讀概念構圖組受試者看到的教學投影片	31
圖3-5研究流程	39

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