本研究將引導式學習單應用於國小學童Scratch程式設計教學中，目的在於探討引導式學習單是否能有效增進學童的程式設計學習成效。本研究使用準實驗研究設計，分為實驗組及控制組。實驗對象為新北市某國小共115人。其中59人為實驗組，56人為控制組。兩組課程內容均以Scratch程式設計主題概念為主軸，並配合研究者所設計的Scratch專案作為教材。實驗組學生進行專案實作練習時，需依規定填答學習單上的問題，並於作業完成時繳交；對照組學生則由授課老師以口頭、板書及螢幕示範方式進行教學，詳述專案中所需使用之指令及解題步驟。每次專案教學結束後，以該專案所講授之程式設計主題概念作為測驗內容，對兩組學生實施程式設計紙筆及上機測驗。本教學實驗為期14週，共進行七次紙筆及上機考試。最後於所有課程及測驗結束後，對實驗組學生實施學習單使用滿意度問卷。實驗結果顯示，在七次的紙筆測驗成績中，實驗組學生均顯著優於對照組；在七次的實作測驗中，實驗組於第二次到第七次的測驗表現均顯著優於對照組。另外問卷調查結果顯示，絕大多數實驗組學生認為本研究所設計之引導式學習單確實能有效幫助學生學習Scratch程式設計。

A quasi-experiment involving 115 sixth graders was used in this study to investigate if the use of guiding worksheets would improve the effectiveness of learning Scratch programming. Fifty-nine students from two intact classes were assigned to the experimental group and 56 from the other two classes to the control group. All participants used the same Scratch projects designed by the researcher to learn the fundamental Scratch commands and the process of how to implement a Scratch project. However, each student in the experimental group was required to fill out a worksheet which contained a sequence of questions intended to enhance students’ understanding of the Scratch commands to be used in a specific project and, furthermore, to guide the students through the problem-solving process; in contrast, students in the control group received traditional instruction in which the instructor explained the same Scratch commands orally and demonstrated the problem-solving process by broadcasting her screen to student computers. All students took a test at the completion of each project. Each test included two parts: the written part contained multiple-choice questions to assess students’ comprehension of the Scratch commands they had just learned, whereas the programming part required students to apply those commands in implementing a designated project. Seven sets of test scores were collected during the 14-week period of the experiment. A statistical analysis of the test scores showed that the experimental group significantly outperformed the control group in all seven written tests and six out of the seven programming tests. In addition, the questionnaire survey, which was administered to students in the experimental group at the end of the experiment, revealed that the majority of students considered the guiding worksheets useful in helping them to learn Scratch programming more effectively.

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