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題 名 | 探討Python程式設計教學提升大學生資訊素養與能力成效研究=Exploring the Teaching of Python Programming to Improve the Information Literacy Performance of College Students |
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作 者 | 魯盈讌; 林建南; 呂怡緯; 吳振彰; 黃芷翎; | 書刊名 | 通識學刊:理念與實務 |
卷 期 | 12:1 2024.03[民113.03] |
頁 次 | 頁1-39 |
分類號 | 028.03 |
關鍵詞 | Python程式設計; 問題解決; 創新思維; 資訊能力; 資訊應用; Python programming; Problem solving; Innovative thinking; Information ability; Information application; |
語 文 | 中文(Chinese) |
DOI | 10.6427/JGECP.202403_12(1).0001 |
中文摘要 | 教育部近年來積極推動提升大學通識教育資訊素養,本研究旨在探討大學生之Python程式設計教學對於資訊素養之影響,以南部某醫學大學110學年度第二學期修習Python程式設計之大一學生126人作為研究對象,以具備良好試題難易度與鑑別度之「資訊能力測驗」以及具備優良信效度之「資訊共通職能問卷」作為研究工具。本研究重要發現有三:(1)透過相依樣本t檢定可知,學生於教學介入後之資訊素養表現皆有顯著的進步。(2)由單因子變異數分析可知,資訊共通職能高分組學生在教學介入前於資訊共通職能表現皆顯著優於中低分組學生,然而藉由共變數分析可知,教學介入能有效提升中低分組學生之資訊共通職能,縮減高中低分組間的差異。(3)採用結構方程模式可發現經由教學介入,「問題解決」與「創新思維」能顯著中介其「資訊能力」和「資訊應用」的關係,意即當學生有較佳的問題解決與創新思維,更能有效將資訊能力加以應用至日常生活中。綜合以上可進一步瞭解Python程式設計教學對於提升大學生資訊素養表現之成效,此可提供大專校院未來通識課程規劃、校務資訊研究與相關政策擬定之參考依據。 |
英文摘要 | Background: Higher education in Taiwan includes the development of professional abilities and the cultivation of core abilities related to general education, which are more and more important (Wu, 2011). In recent years, the Taiwan government has actively promoted the teaching of software programming in universities in response to the advent of the digital age. Students who major in non-information technology can also learn programming and create more cross-domain and innovative possibilities through the application of information technology. Therefore, the introduction of teaching software programming into general education has become an urgent topic for higher education. Purpose: This study aims to explore the impact of teaching Python programming courses on the information ability, problem solving, innovative thinking and information application performance of college students. Accordingly, the following research questions were raised. 1. After the teaching intervention of Python programming course, what is the progress of college students' information literacy: information ability (basic, judgment, loop, sequence) and information competency (problem solving, innovative thinking and information application)? 2. Before and after the teaching intervention of Python programming course, what is the performance of information literacy: information ability (basic, judgment, loop, sequence) and information competency (problem solving, innovative thinking and information application) among college students of high and low group? 3. After the teaching intervention of Python programming course teaching, what is the relationship between college students' information literacy: information ability (basic, judgment, loop, sequence) and information competency (problem solving, innovative thinking and information application) performance? Theoretical Framework: 1. Python programming and information skills. The reason why this study chose the Python programming course to improve the information ability of college students is that the Python programming language has the following characteristics, which are suitable for non-information department students to learn and use: (1) Ease of learning: Python programming language has a simple and easy-to-understand grammar, and the learning difficulty and time required for learning are relatively low. Therefore, it has gradually become the main choice for non-information department programming language courses in domestic and foreign colleges and universities (Gayratovich, 2019). (2) User Support: Users of the Python language can easily ask questions on the Internet, get help from experienced users, and obtain relevant resources needed to solve problems (Prokopiev et al., 2020). (3) Popularity of cross-domain applications: Python users or learners can easily obtain relevant application cases and complete codes on the Internet. It is very helpful for researchers in different fields to learn or apply artificial intelligence, machine learning, deep learning, and data science. (4) Free open source: Python is completely free and open source. Whether it is a program development environment and tools, learning materials, or library suites, there are abundant resources on the Internet, which anyone can obtain for free (Gayratovich, 2019; Prokopiev et al., 2020) 2. The Information Literacy and related research. The concept of information literacy, which was proposed by Paul Zurkowski, chairman of the American Information Industry in 1974, has become a concept advocated by countries all over the world. In view of the importance of information literacy for college students, the Association of College and Research Libraries (ACRL) (2000) developed the "Information Literacy Competency Standards for Higher Education" that states college students with information literacy should demonstrate the following abilities: (1) know how to determine the scope of information needed; (2) effectively retrieve and use the needed information; (3) critically evaluate information and its sources; (4) integrate information into a personal knowledge base; (5) effectively use information to achieve specific purposes; (6) understand economic and social issues related to information use, and be able to access and use information ethically and legally. The current scope of university education includes two major sections: general education and professional education. Among them, general education is mainly aimed at cultivating college students with macroscopic vision, broad mind, open mind and sound personality. It is expected that college students will have the ability to innovate, criticize and solve problems (Wang, 2006). According to the above description of the meaning and implementation process of information literacy, it can be found that cultivating students' information literacy is important to general education. Therefore, improving information literacy can be said to be the core basic work to strengthen the effectiveness of general education. Especially in the current era of information explosion, we need to continuously increase information knowledge through learning to keep up with the pace of the times. Since information technology has brought about drastic changes in the overall environment of today's society, we should reflect on how to use general education courses designed to promote students' basic information skills, and through appropriate teaching strategies to cultivate students' information literacy in problem solving and innovative thinking, and help students apply what they have learned to their daily lives. Design/Methods. Based on the above-mentioned information literacy theory and related research, this study puts forward a research hypothesis model that the investigators of this research wanted to explore. The aim of this study is to further understand the impact of the intervention of Python programming course teaching on college students' information ability, problem solving, innovative thinking, and information application literacy. The participants in this study were 121 college students who had taken the general course "Python Programing" at a medical university in the spring semester of 2022. An "Information Ability Test" was designed for this study demonstrated good test difficulty and discrimination. This test included four parts: basic, judgment, loop, and series. An "Information Competency Questionnaire" was also used in this study, and it also demonstrated excellent reliability and validity. This questionnaire included three scales: problem solving, innovative thinking, and information application. A five-point Likert scale was used with the questionnaire items. This study used this questionnaire as a pre- and post-test to explore the learning effectiveness of the Python Programming course. Results. There are three important findings in this study: (1) According to the paired sample t-test results, we found that students' information ability and information competency performance significantly improved during the participation in the Python Programing teaching intervention. (2) According to the one-way ANOVA, the information competency performance of the students in the high group before the teaching intervention was significantly better than that in the middle and low groups. However, it can be reducing the differences between high, middle and low groups after Python programing teaching intervention. (3) Using the structural equation model, we found that through Python teaching intervention, "problem solving" and "innovative thinking" significantly mediated the relationship between their "information ability" and "information application", which means that when students have better problem solving and innovative thinking, they can more effectively apply their information ability to daily life. Conclusion. Based on the above, we can further understand the effect of Python programming teaching on improving information literacy: information ability and information competency performance of college students, which can provide a reference for future general education curriculum planning, school information research and related policy formulation in colleges and universities. |
本系統中英文摘要資訊取自各篇刊載內容。