本研究以訓練大學生教導小學生運算思維為目的之資訊服務學習課程，主要目的在於培養修課學生理解「運算思維概念」並提升本身「運算思維能力」。 本研究之研究對象共計二十四名大學生，資訊服務學習課程共分為三個部份的學習階段，第一階段為「理解運算思維-透過運算思維初探課程瞭解運算思維」；第二階段為「實踐運算思維－程式拆解練習瞭解運算思維」；第三階段為「運算思維教學－從學習者的角色演變成教學者的角色瞭解運算思維」，課程透過「做中學」與「學轉教」導向的學習方式進行，並融入課後反思問卷讓本研究之研究對象去紀錄本身對於運算思維概念，以及解釋本身在透過視覺化學習之邏輯思考的過程，以及觀察本研究之研究對象從程式學習者轉換成程式教學者身份，從中去瞭解大學生對運算思維後設認知及對於運算思維概念與能力之影響。 本研究共進行兩階段的資料分析，第一階段將大學生對運算思維的認知以描述次數進行質性分析後先歸納出運算思維的概念類型，為了辨別運算思維概念類型之分布及廣度變化以量化的方式呈現；而第二階段將大學生的運算思維能力前、後測去進行T檢定統計分析以了解運算思維能力變化之影響。 研究結果顯示學習者在經歷融入反思之資訊服務學習課程，大學生對運算思維概念有正向的影響，其運算思維能力亦有顯著差異，最後亦對未來之研究方向提供建議。 ;The purpose of this research is to develop university students’ computational thinking (CT) concept and competencies with an Information Service Learning Course. There are 24 university students participate in this study. The Information Service Learning Course was divided into parts: Preliminary lesson for CT, Practice CT through programming, and design CT instruction and teach CT to elementary school students. The course was designed through "learning by doing" and "learning transferring." Before and after the course, students’ CT competencies were assessed with items selected from Bebras Challenge, one of the famous and popular CT assessment. Also, the questionnaire of reflection-on-action was used to allow the participants to record their learning progression in CT during the semester. Through qualitative and quantitative analyses, student’s different types of CT concept were categorized. More importantly, it was revealed that, at the end of the course, the participants showed significant improvement on their CT concept, as well as their CT competencies, revealing the effectiveness of the Information Service Learning Course in cultivating students’ CT concept and competencies. Implications for teaching practices and future research were also discussed.
