不同導入訓練歷程之“概念構圖教學法”對國小階段生物能量概念學習與態度影響之實徵研究

林達森

doi:10.7060/KNUJST.200512.0105

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P105 - 122

基础与应用科学 > 基础与应用科学综合
社会科学 > 教育学

DOI： 10.7060/KNUJST

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不同导入训练历程之“概念构图教学法”对国小阶段生物能量概念学习与态度影响之实徵研究

The Effect of Teaching with Concept Mapping with Different Introductive Procedure on Elementary Scientific Concept Learning

林达森(Ta-Sen Lin)

高雄师大学报：自然科学与科技类； 19 期 (2005 / 12 / 01) ， P105 - 122

繁体中文 DOI： 10.7060/KNUJST.200512.0105

生物能量；光合作用；呼吸作用；概念学习；概念构图教学法； bioenergetics ； photosynthesis ； respiration ； concept learning ； teaching with concept mapping

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摘要 │ 参考文献 (28) │ 被引用文献 (9) │ 国际计量

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Concept mapping could help a learner reorganize the conceptual structure of what one learned, and portray his cognitive structure in learning. Many researchers hypothesize that teaching with concept mapping might be able to improve the outcome of learning. This study was purported to test this kind of hypotheses. A quasi-experiment following a pretest-posttest design was undertaken in six elementary school science classes in Kaohsiung area. Of which two classes were experimental group Ⅰ taught by ”case-based concept mapping teaching”, other two were experimental group Ⅱreceived ”scaffolding-based concept mapping teaching”, the last two were taken as control group and taught as usual by traditional teaching. As soon as the experimental teaching ended, the subjects took the achievement test and concept mapping test. Further, the experimental groups were interviewed and requested to take a questionnaire of attitudes toward teaching with concept mapping. The data collected were analyzed by SPSS software. Major results are as follows: 1. Teaching with concept mapping could improve the effect of concept learning significantly; 2. On achievement test and concept mapping test the experimental group Ⅰ outscores more significantly than the experimental group Ⅱ 3. Experimental treatment and students' natural science level produces an interaction effect in achievement test, for high and middle level students, case-based concept mapping teaching and scaffolding-based concept mapping teaching both benefit them; while for low level students can only benefit under the case-based one; 4. Experimental treatment and students' natural science level produces an interaction effect in concept mapping test, for high level students, case-based concept mapping teaching and scaffolding-based concept mapping teaching both benefit them; while for low and middle level students can only benefit under the case-based one; 5. Based on questionnaire and interview the subjects approved teaching with concept mapping has a positive effect, and felt ”case-based concept mapping teaching” is helpful to their learning, however, in the initial phase, it is a tough challenge for the middle and low students; 6. Case-based concept mapping teaching seems more helpful than scaffolding-based one for middle and low-level students because it clears concept mapping by case and makes concept learning easier, so to develop a positive attitude toward concept mapping.

参考文献 ( 28 ) 〈TOP〉

林达森(2003)。概念图的理論基础与运用实务。花蓮师院学报，17，107-132。
连结：
Alaiyemola, E. F.,Jegede, O. J.,Okebukola, P. A. O.(1990).The effect of a metacognitive strategy of instruction on the anxiety level of students in science classes.International Journal of Science Education,12(1),95-99.
Barenholz, H.,Tamir, P.(1992).A comprehensive use of concept mapping in design, instruction and assessment.Journal of Research in Technological Education,10,37-52.
Bruner, J. S.,A. Sinclair,R. J. Jarvella,W. J. Levelt (Eds.)(1978).The Child`s Conception of Language.New York:Springer Verlag.
Collins, A.,Brown, J. S.,Newman, S. E.,L. B. Resnick (Ed.)(1989).Knowing, Learning, and Instruction: Essays in honor of Robert Glaser.Hillsdale, N.J.:Erlbaum.

被引用文献 ( 9 ) 〈TOP〉

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