科技大學專題實作課程中大學生運用學習策略對運算思維發展之影響

The impact of the use of learning strategies by university of technology students on the development of computational thinking in project-based courses

本研究旨在探討北部某科技大學電子工程系大學生使用不同學習策略對於運算思維發展的影響。研究對象為北部某科技大學電子工程系大二至大四學生，共32位參與前導性問卷，並從中挑選6位進行深度訪談。研究以運算思維四個構面包含拆解（decomposition）、模式識別（pattern recognition）、抽象化（abstraction）、演算法設計（algorithm design）作為分析架構，並依據後設認知策略與社會互動策略兩種學習策略進行分組比較。研究結果顯示，不同學習策略的學生皆展現出運算思維的能力，但其表現方式皆有差異：後社認知策略組較重視自主規劃、進度管控與自我反思;社會互瞪策略則傾向透過協作、討論與外部資源尋求解決方案。此外，專題實作不僅有助學生的技術能力提升，也能啟發其在團隊合作、問題解決與未來職場適應上的關鍵素養。本研究依據結果，對教師教學設計以及學生的學習策略應用提出建議，以促進專題實作課程中運算思維與綜合能力的發展。

This study explores the impact of learning strategies on computational thinking (CT) development among students in a northern Taiwan University of Technology’s Electronic Engineering Department during project-based courses.. The participants included 32 sophomores to seniors who completed a preliminary questionnaire, with 6 students further selected for in-depth interviews. Adopts a CT framework of decomposition, pattern recognition, abstraction, and algorithm design, students were compared based on their primary use of metacognitive or social interaction strategies. Results showed that while all students demonstrated CT abilities, their manifestations differed: the metacognitive strategy group emphasized self-planning, progress control, and self-reflection, conversely, the social interaction group preferred collaboration, discussion, and seeking external resources. Additionally, project-based practice enhanced not only technical abilities but also teamwork, problem-solving, and career adaptability. problem-solving, and future career adaptability. Based on these results, this study offers recommendations for instructional design and effective strategy use to promote the development of CT and overall competence in project-based courses.