廚師程式遊戲：具象化隱喻設計於 K12演算性思考教育之應用

Abstract

隨著資訊科技的普及，教育界與學者們已漸漸將程式教育納 入K-12 程式教育 (小一至高三) 的正規課程之中。各種形式的程式教育工具隨之興起，視覺化程式教育工具[1, 4, 16], 實體程式教育工具[7, 8, 20] 與不插電程式教育工具 [2] 等等工具，設計了指令層次、語法層次的具象化隱喻。然而，程式設計需要的邏輯推理能力不僅僅存在於與一層次，更需要更高階的心智能力，此高階邏輯推理能力即為「演算性思考」[19]。本篇研究探討了具象化隱喻於K-12程式教育中之演算性思考的應用，並針對此目的設計一個卡牌遊戲，「Chef Programming」。此研究進行了一個使用者實驗來探討K-12學童於Chef Programming中的使用行為與學習成效，實驗包含自學階段、解決問題階段及訪談階段。 本研究主要的貢獻為：設計與實作K12程式教育遊戲，並提供可整合多種不同高階演算性思維的觀念之具象化隱喻。Chef Programming的優點為：(1)以日常生活的具體事物作為具象化隱喻，輔助初學者學習抽象演算性思考概念。(2)對於較高階演算性思考概念亦提出具象化隱喻。(3)此遊戲所設計的各個隱喻彼此之間可高度自由排列組合，使得K12課綱中的不同高階觀念可以更易於整合。

Educators and researchers have incorporated computer science education into the K-12 curriculum. Visual programming tools [1, 4, 16], tangible interfaces [7, 8, 20] and unplugged games [2], have applied concrete metaphors for instructions, syntax, and algorithmic concepts in the programming process. Nonetheless, the programming requires logical thinking and reasoning not only on the semantic level, but also on a higher cognitive level, a cognitive process called “algorithmic thinking”[19]. In this paper, we explore concreteness metaphors that can facilitate the integration cross the framework of algorithmic thinking, we propose Chef Programming, a card-based game aimed at fostering K12 children’s algorithmic thinking abilities. We evaluate children’s learning processes through Chef Programming, which involved a self-learning session, a problem-solving session and an interview session. The main contribution of this paper is the concreteness metaphors that not only concretize the programming syntax but also concretize the algorithmic thinking concepts which allow intuitive integration of advanced concepts. The advantages of the proposed metaphors of Chef Programming are as follows: (1) The concreteness metaphors that leverage the concrete properties of objects. (2) The concreteness metaphors for advanced concepts. (3) The integration of different types of concepts.