翻轉教室暨探究式教學法和MSP-EXP430FR2355科學教具於微處理機概論課程之研究

Abstract

本研究聚焦於「微處理機概論」課程之學習成效，該課程為嵌入式系統教育的基礎，內容涵蓋抽象且高度模組化的知識，對初學者具有挑戰性。 本研究採準實驗設計，探 討不同教學策略對學生學習成效與自主學習態度之影響，研究對象為修習本課程的學生，其中 A 班為實驗組，採用開放式探究教學法，提供問題情境與教學器材，鼓勵學 生主動尋找解法並建構知識，而B 班為對照組，則採傳統講授式教學，由教師直接講解概念與解題方式。 研究採用德州儀器 MSP-EXP430FR2355 開發板，結合探究式學 習與翻轉教室策略，透過小組合作與同儕互動提升學習動機，實驗資料以 Likert 百分量表問卷與學期成績進行量化分析。 調查結果顯示，實驗組學生在學習上所需更多時 間，例如對問卷問題「課外花費時間超過兩小時」的認同度達 86%，顯著高於對照組的 59%，但在面對開放問題時「自行探索專有名詞並解釋其意義」實驗組有 85% 表 達高度認同，顯示其在自主學習方面較對照組之69%有更高的能力，而學期最終平均成績，實驗組為84.3分，優於對照組的81.1分。 This study examines learning outcomes in the “Introduction to Microprocessors” course, a foundational component of embedded systems education that presents challenges for novices due to its abstract and highly modular content. Adopting a quasiexperimental design, the research investigates how different instructional strategies affect students’ academic performance and self-directed learning attitudes. Participants were students enrolled in the course. Class A (experimental group) received an open inquiry approach that provided problem scenarios and equipment, encouraging students to seek solutions autonomously and construct knowledge. Class B (control group) followed traditional lecture-based instruction, in which the teacher directly explained concepts and problem-solving methods. Using Texas Instruments MSP-EXP430FR2355 development board, the study combined inquiry-based learning with a flipped-classroom model, leveraging group collaboration and peer interaction to enhance motivation. Quantitative data were gathered through Likert-scale questionnaires and final course grades. Survey results indicated that students in the experimental group devoted more time to learning—for instance, 86% agreed with the item “I spent more than two hours outside class,” compared with 59% in the control group. When confronted with open-ended tasks, 85% of the experimental group strongly agreed that they “explored technical terms independently and explained their meanings,” compared to 69% of the control group, demonstrating a superior ability for self-directed learning. The experimental group also achieved a higher mean final score (84.3) than the control group (81.1).