Smart Technology for Sustainable Curriculum: Using Drone to Support Young Students’ Learning
Smart Technology for Sustainable Curriculum: Using Drone to Support Young Students’ Learning
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可持续课程的智能技术：利用无人机支持年轻学生的学习
DOI：
10.3390/su10103819
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发表时间：
2018
期刊：
影响因子：
3.9
通讯作者：
Pao
中科院分区：
文献类型：
--
作者：
Pao
该研究开发了一种可持续的课程，其中使用一种智能技术（无人机）来激发学生的学习。本研究调查了使用无人机对学生空间可视化和排序技能发展的影响，并考察了无人机在课堂上使用的相关教学任务。台湾一所公立小学开展了一项课后无人机飞行计划，10名三年级学生自愿参加了为期六周的教育实验。在无人机编程培训期间，幼儿在平板电脑上使用视觉块编程语言为轻型无人机编程。采用两阶段研究模型收集必要信息。在模型的第一阶段，基于设计的研究方法促进了为期四周的讲习班的整体教学准备过程。模型的第二阶段强调混合方法的研究方法，采用准实验的前测和后测设计来分析无人机使用的效果，并采用定性方法观察学生的学习行为和编程工作。结果表明，无人机编程显著提高了学生空间可视化和排序技能的学习。性别作为一个潜在变量，只影响学生的编程模式。具体的编程风格、学习行为和教学设计问题被确定为进一步的讨论。
The study developed a sustainable curriculum in which one smart technology (drone) was employed to inspire student learning. The study investigated the effect of using drones on the development of students’ spatial visualization and sequencing skills and examined related instructional tasks for drone use in the classroom. An after-school drone-flying program was developed at a public elementary school in Taiwan, with 10 third-grade students voluntarily participating in a six-week educational experiment. During drone programming training, young children used a visual block programming language on tablet computers to code lightweight drones. A two-phase research model was adopted to collect the necessary information. In the first phase of the model, a design-based research methodology facilitated the overall instruction preparation process for the four-week workshops. The second phase of the model emphasized a mixed-method research approach, employing a quasi-experimental pretest and post-test design to analyze the effect of drone use and a qualitative method to observe students’ learning behavior and programming work. The results showed that drone programming significantly improved students’ learning of spatial visualization and sequencing skills. Gender, as a potential variable, only influenced students’ programming patterns. Specific programming styles, learning behaviors, and instructional design issues were identified for further discussion.