本研究旨在探討電腦程式設計課程中實施「不插電的資訊科學」課程對國小五年級學童之學習態度、自我效能及運算思維能力之影響。本研究採準實驗研究設計，以新北市某國小五年級的八個班共205位學生為研究對象。實驗組四個班級共105人，進行「不插電的資訊科學」課程教學；控制組四個班級共100人，進行原課程進度之Scratch程式設計課程教學。實驗階段為期6週，其中4週進行課程教學，共計4節課總計160分鐘。兩組學生於第一週和第六週填寫「資訊科學領域學習態度問卷」、「程式設計自我效能問卷」及「運算思維能力測驗」。本研究所使用之統計處裡有四：（一）應用單因子共變數分析，比較兩組學生在資訊科學領域學習態度、自我效能及運算思維能力上的差異情形。（二） 應用相依樣本t考驗，了解實驗組學生其資訊科學領域學習態度、自我效能及運算思維能力的改變情形。 (四) 應用皮爾森積差相關，研究三者的相關情形。本研究結果發現：
一、「不插電的資訊科學」課程對於「資訊科學學習態度」之影響：
甲、實驗組學生於「資訊科學學習態度」之「興趣」面向顯著提升。
乙、學生的「資訊科學學習態度」之「有用性」面向後測會因為課程的不同而有所差異，實驗組高於控制組。
二、「不插電的資訊科學」課程對於「程式設計自我效能」之影響：學生的「程式設計自我效能」無顯著差異。
三、「不插電的資訊科學」課程對於「運算思維能力」之影響：實驗組學生於「運算思維能力」顯著提升。
四、實驗組學生於「資訊科學學習態度」之「職業期望」、「有用性」面向與「運算思維能力」呈正相關。

關鍵詞：不插電的程式設計、運算思維、兒童程式設計教育

This study aims to investigate the effect of “Computer Science Unplugged” on fifth graders' learning attitudes, self-efficacy and computational thinking ability in Taiwanese elementary computer science education. Quasi-experimental design was adopted in this study. The participants were fifth grade students from eight classes in a New Taipei municipal elementary school. There were one hundred and five students in the experimental group in which “Computer Science Unplugged” was conducted during the second semester, while the other one hundred in the control group had only normal computer science programming using Scratch. The experiment lasted four weeks, including four lessons for each class in total. Research tools include “Computer Science Learning Attitude Scale”, “Programming Self-Efficacy Questionnaire” and “Test of Computational Thinking Achievement”. Before and right after the experiment, the students were tested. The pre-test and post-test scores were processed by four statistics methods: (1) one-way MANCOVA was employed to test the differences of the learning attitudes, self-efficacy, and computation thinking between the groups; (2) paired t-tests were employed to test the change of the scores from pre- to post-tests; (3) Pearson’s correlation was employed to investigate the relation between the variables. The results of this study found:
1-1. The students of the experimental group have significantly improved their “interest” in the “Computer Science Learning Attitude”.
1-2. The “useful” of the “Computer Science Learning Attitude” of students is different in the post-test. The experimental group is higher than the control group.
2. The impact of the “Computer Science Unplugged” course on “Programming Self-Efficacy”: There is no significant difference in students' “Programming Self-Efficacy”.
3. The impact of the “Computer Science Unplugged” course on “Computational Thinking Achievement”: The experimental group students have significantly improved their “Computational Thinking Achievement”.
4. The “Career expectations” and “useful” aspects of the “Computer Science Learning Attitude” of the experimental group students are positively related to “Computational Thinking Achievement”.

Keywords: Computer Science Unplugged, Computational Thinking, Children Programming Education

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