本研究目的為發展高中電腦科學史教材，並評估教材之學習成效。本研究發展之電腦科學史教材以資料表示法為主軸，蒐集從1830到1990年代近三十則相關的歷史事件，用以呈現資料表示法概念的演進與發展。歷史素材的蒐集來自電腦科學線上博物館、大學資訊工程教科書，以及電腦歷史線上期刊等，透過串連與彙整相關史料繪製成為歷史事件圖（Historical Episode Map, HEM）。再依據歷史事件圖設計教師授課用的投影片以及學生閱讀之講義，包含貫串資料表示法概念發展的「數字表示」、「文字編碼」、「影像編碼」及「音訊編碼」等四個單元，教材藉由概念脈絡連貫，並以多元領域觀點闡述。
　　教材評估以準實驗研究法進行，教學實驗的學校為台北市某公立高中，實驗組與控制組各39名學生參與，實驗期間為期四週，每週一堂課。研究結果發現，使用電腦科學史教材的實驗組學生其學習成就優於控制組學生，且更能掌握概念脈絡的發展；而兩組學生對科學本質的理解沒有明顯不同；學習態度則為控制組顯著優於實驗組，進一步分析學生在問卷開放式問題的填答及課堂觀察記錄，發現實驗組的學生可能因添加之歷史內容其學習內容比控制組較多且時程緊湊，而影響他們的學習興趣。

This study investigated how the history of computing can be applied to learn computer science. The objectives of this study were to develop high school computer science instructional materials with history context and to evaluate the effectiveness of the developed materials. The evolution of data representation concepts served as the case for history material development in the study. The materials was developed with 28 data representation related events from 1830 to 1990. I organized these events into a historical episode map (HEM) and then design the instructional materials accordingly. Four lesson units were developed, including: number representation, text representation, image representation, and audio representation.
I employed a quasi-experimental research design to evaluate the materials. Two classes of high school students, each with 39 students, served as the experimental group and the control group respectively. The experiment was conducted over a period of four weeks with one period a week. The results showed that students in the experimental group developed better understanding of data representation concepts and the evolution of the concepts than students in the control group; both groups demonstrated similar views on nature of science; and the experimental group was inferior to the control group in attitudes toward learning.

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