Does the Learning of Computational Thinking Concepts Interact with the Practice of Digital Curation in Children? A Preliminary Case Study

兒童學習運算思維概念與數位策展能力的關聯性研究初探

10.6120/JoEMLS.201903_56(1).0033.RS.CE

張君豪(Chun-Hao Chang)

Computational thinking ； Digital curation ； Digital storytelling ； K-12 education ； 運算思維 ； 數位策展 ； 數位敘事 ； K-12教育

教育資料與圖書館學

56卷1期（2019 / 03 / 01）

45 - 68

英文

Digital storytelling with block-based coding tools for children involved the exercise of both computational thinking (CT) and digital curation (DC). Relevant studies, however, were more concerned with the learning and development of CT concepts rather than the practice of DC. In this regard, the current study aimed to investigate the interrelationship between the learning of CT and DC through digital storytelling, particularly from the standpoint of elementary school children. A total of 35 fifth graders were recruited from a public school in New York City to voluntarily participate in a ten-week digital storytelling workshop where they curated an interactive story within the Scratch environment. Self-made scoring rubrics were implemented to evaluate students' digital storytelling projects from two measures: Computation Measure and Curation Measure. The overall analysis revealed no significant correlations between the two measures. Further investigations, however, on the interrelationship between each of the subcategories of the two measures indicated a number of significant correlations between the learning of CT concepts and the practice of DC. Relevant educational implications were intensively discussed to inform the design of teaching and curriculum.

透過Scratch進行數位敘事，是培養兒童運算思維常見的教學模式。兒童在透過數位敘事學習運算思維概念時，也同時啟發了數位策展能力的培養，但在學習成效評測時，相關研究多聚焦於運算思維概念而非數位策展能力，對於兩種能力間的互動關係也缺乏探究。鑑於此，本研究以紐約市35位五年級生為例，在10週的學習中，剖析他們使用Scratch設計互動故事時，在運算思維概念與數位策展能力之間的學習成果，並針對運算思維的五個子概念與數位策展的五個子維度，進行相互的關聯性分析。統計結果顯示，雖然運算思維概念與數位策展能力整體而言並無顯著關聯性，但在子維度的分析上，發現數個具有顯著關聯性的情境，可供教學設計時參考。

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