本研究旨在發展一套以問題解決為導向的運算思維教學模式與教學案例，並結合教育機器人，應用於國小非資訊領域課程，以瞭解其對國小學生以運算思維解決問題的能力和態度的影響。研究對象為17位國小六年級學生，參與內容聚焦於瞭解聯合國永續發展目標中關於人權重要性為主題的12節課，採用量化與質性方法，分析國小學生問題解決能力和問題解決態度，及學生課後訪談的記錄結果。
研究結果顯示，在實驗課程結束後，國小學生以運算思維解決問題能力的前、後測呈現顯著的進步，而在面對日常生活時解決問題的態度無顯著的前、後測差異，但從訪談學生的回饋中瞭解到，對學生以運算思維解決問題的態度有正向影響，國小學生從被動式解決問題轉變為主動式尋求幫助，會透過團隊合作的方式解決問題，且在解決問題的過程中不斷的自我反思。此外，針對實驗課程後的觀點感受，國小學生希望此教學模式可以延續應用於其他學科，以增加課程趣味及提升學生參與動機。

The study aimed to develop a problem-solving-based framework for teaching Computational Thinking (CT), integrated with educational robotics, and applied to non-computer science subjects at the elementary school level. The intention is to assess its impact on problem-solving abilities and attitudes of elementary school students towards computational thinking. The research sample consists of 17 sixth-grade elementary students who participated in a 12-session curriculum. This curriculum aimed to foster an understanding of the significance of human rights within the context of the United Nations Sustainable Development Goals (SDGs). The research utilized both quantitative and qualitative methodologies to analyze the problem-solving abilities and attitudes of the elementary students. Additionally, it examined the recorded outcomes of post-course student interviews.
The findings reveal a significant improvement in the pre- and post-test scores of elementary school students' problem-solving abilities based on computational thinking. While there was no significant difference in their attitudes toward problem-solving in daily life between the pre- and post-tests, insights from student feedback during interviews indicate a positive impact on their attitudes toward problem-solving through computational thinking. Students shifted from passive problem-solving to actively seeking help, employing team collaboration to solve problems, and engaging in continuous self-reflection during the problem-solving process. Furthermore, regarding post-course perspectives and experiences, elementary school students expressed a desire for the instructional model to be continued across other subjects, aiming to enhance the course's appeal and promote increased student engagement.

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