概念構圖對不同空間能力之國小學童自然科學習成效的影響

The Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance

于富雲(Fu-Yun Yu)；陳玉欣(Yu-Shin Chen)

空間能力 ； 後設認知策略 ； 概念構圖 ； 認知策略 ； cognitive strategy ； concept-mapping ； metacognitive strategy ； spatial ability

教育心理學報

39卷測驗與評量專刊（2008 / 02 / 01）

83 - 104

繁體中文

本研究主要目的有三，一為探討概念構圖學習策略對學習者認知策略、後設認知策略與學業成就的影響，二為探討概念構圖對高、低不同空間能力學習者之認知策略、後設認知策略與學業成就的影響，三為瞭解參與學員對概念構圖之看法。研究主要採不等組控制組實驗法，以台南市一國小四年級四個班級學生為研究對象，進行連續七週的實驗教學。單因子共變數資料分析發現：概念組在認知策略、後設認知策略表現上顯著優於控制組。二因子共變數分析發現：概念構圖組、控制組與空間能力高、低組在認知策略、後設認知策略或學業成就上則無交互作用存在。概念構圖組學習者整體上對所採用的學習策略持顯著正面的看法。文末，根據結果提供教學與未來研究建議。

The purposes of this study are three-fold: (1) to examine the effects of concept-mapping on students' cognitive and metacognitive strategies and science academic performance; (2) to investigate the interaction effects between the concept-mapping learning strategy and students' spatial ability; and (3) to understand students' attitudes towards the adopted strategy. A non-equivalent control-group experimental research design was used. Four classes of fourth-graders participated in the study for the support of their science learning for seven consecutive weeks. One-way ANCOVA found a statistically significant effect of concept-mapping on students' cognitive and metacognitive strategies as compared to the traditional teaching approach. Two-way ANCOVA, however, found no significant interaction effects between concept-mapping and students' spatial ability on science performance, cognitive or metacognitive strategies. Finally, students participating in concept-mapping learning activity expressed significantly positive attitudes toward the introduced learning strategy. Suggestions for classroom teachers and future studies were proposed.

1. 吳裕聖、曾玉村(2003)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。教育研究集刊，49(1)，135-169。
   連結：
2. 林達森(2005)。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。高雄師大學報，19，105-122。
   連結：
3. BouJaoude, S.,Attieh, M.(2003).The effect of using concept maps as student tools on achievement in chemistry.the Annual Meeting of the National Association for Research in Science Teaching,Philadelphia, PA:
4. Brandt, L.,Elen, J.,Hellemans, J.,Heerman, L.,Couwenberg, I.,Volckaert, L.,Morisse, H.(2001).The impact of concept-mapping and visualization on learning of secondary school chemistry students.International Journal of Science Education,23(12),1303-1313.
5. Cakir, O. S.,Uzuntiryaki, E. G.,Geban, O.(2002).Contribution of conceptual change texts and concept mapping to students' understanding of acids and bases.the Annual Meeting of the National Association for Research in Teaching,New Orleans, LA:
6. Chang, K. E.,Sung, Y. T.,Chen, I. D.(2002).The effect of concept mapping to enhance text comprehension and summarization.Journal of Experimental Education,71(1),5-23.
7. Daley, B. J.,Shaw, C. R.,Balistrieri, T.,Glasenapp, K.,Piacentine, L.(1999).Concept maps: A strategy to teach and evaluate critical thinking.Journal of Nursing Education,38,42-47.
8. Elhelou, M.(1997).The use of concept mapping in learning science subjects by Arab students.Educational Research,39(3),311-317.
9. Flavell, J. H.(1976).Metacognitive aspects of problem solving.The nature of intelligence,Hillsdale, NJ:
10. Flavell, J. H.(1979).Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.American Psychologist,34,906-911.
11. Graff, M.(2005).Differences in concept mapping, hypertext architecture, and the analyst-intuition dimension of cognitive style.Educational Psychology,25(4),409-422.
12. Grande J. D.(1990).Spatial sense.Arithmetic Teacher,37(6),14-20.
13. Guastello, E. F.,Beasley, T. M.,Sinatra, R. C.(2000).Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders.Remedial and Special Education,21(6),356-365.
14. Horton, P. B.,McConney, A. A.,Gallo, M.,Woods, A. L.,Senn, G. J.,Hamelin, D.(1993).An investigation of the effectiveness of concept mapping as an instructional tool.Science Education,77(1),95-111.
15. Jacobs, J. E.,Paris, S. G.(1987).Children's metacognition about reading: Issues in definition, measurement, and instruction.Educational Psychologist,22,255-278.
16. Jones, B.(ed.),Idol, L.(ed.)(1990).Dimensions of thinking and cognitive instruction.Hillsdale, NJ:Erlbaum.
17. Kinchin, I. M.,Hay, D. B.(2000).How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development.Education research,42(1),43-57.
18. Koch, D.(ed.)(1984).Psychology: A study of science.New York:McGraw-Hill.
19. Laight, D. W.(2004).Attitudes to concepts maps as a teaching/learning activity in undergraduate health professional education: Influence of preferred learning style.Medical Teach,26(3),229-233.
20. Lee, Y.,Nelson, D.(2005).Viewing or visualizing which concept map strategy works best on problem-solving performance?.British Journal of Educational Technology,36(2),193-203.
21. Lincoln, Y. S.,Guba, E. G.(1985).Naturalistic inquiry.Newbury Park, CA:Sage.
22. Linn, M. C.,Petersen, A. C.(1985).Emergence and characterization of sex in spatial ability: a metaanalysis.Child development,56,1479-1498.
23. Lohman, D. F.(1979).Spatial ability: Individual differences in speed and level.Stanford, CA:Stanford University.
24. Markham, K. M.,Mintzes, J. J.,Jones, M. G.(1994).The concept map as a research and evaluation tool: further evidence of validity.Journal of Research in Science Teaching,31(1),91-101.
25. Markow, P. G.,Lonning, R. A.(1998).Usefulness of concept maps in college chemistry laboratories: Students' perception and effect on achievement.Journal of Research in Science Teaching,35(9),1015-1029.
26. Novak, J. D.,Gowin, D. B.(1984).Learning how to learn.New York:Cambridge University Press.
27. Oughton, J. M.,Reed, W. M(1998).The effects of hypermedia knowledge and learning style on the construction of group concept maps.Computers in Human Behavior,14(1),1-22.
28. Pribly, J. R.,Bordner, G. M.(1985).The role of spatial ability and achievement in organic chemistry.the Annual Meeting of the National Association for Research in Science Teaching,French Lick Springs, IN.:
29. Reynolds, W. R.(ed.),Miller, G. E.(ed.)(2003).Handbook of Psychology.Wiley.
30. Snead, D.,Young, B.(2003).Using concept mapping to aid African American students' understanding in middle grade science.Journal of Negro Education,72(3),333-343.
31. Stanic, G. M. A.,Owens, D. T.(1990).Spatial Sense.Arithmetic Teacher,37(6),48-51.
32. Sungur, S.,Tekkaya, C.,Geban, O.(2001).The contribution of conceptual change texts accompanied by concept mapping to students' understanding of the human circulatory system.School Science and Mathematics,101(2),91-101.
33. 左台益、梁勇能(2001)。國二學生空間能力與van Hiele 幾何思考層次相關性研究。師大學報：科學教育類，47(1)，55-69。
34. 江淑卿、郭生玉(1997)。不同學習過程的概念構圖策略對促進知識結構專家化與理解能力之效果研究。師大學報︰教育類，42，1-16。
35. 李琛玫(1996)。資優生空間能力之相關研究。資優教育季刊，59，21-24。
36. 林清山(2003)。心理與教育統計學。台北:東華。
37. 林麗寬譯、VOS, J.、DRYDEN, G.(1997)。學習革命。台北:中國生產力。
38. 洪琮琪(2002)。碩士論文(碩士論文)。國立成功大學教育研究所。
39. 陳永春(2002)。碩士論文(碩士論文)。國立屏東師範學院教育科技研究所。
40. 陳李綢(1996)。認知發展與輔導。台北:心理。
41. 陳嘉成、余民寧(1998)。以概念構圖為學習策略之教學對自然科學習的促進效果之研究。國立政治大學學報，77，201-235。
42. 陳學志譯、Ashcraft, M. H.(2004)。認知心理。台北:學富。
43. 程炳林、林清山(2000)。國科會專題研究報告國科會專題研究報告,國科會。
44. 黃玉佳(2003)。碩士論文(碩士論文)。國立成功大學教育研究所。
45. 黃萬居(1993)。國小學生的概念構圖和自然科學學習成就研究。臺北市立師範學院學報，24，47-66。
46. 黃萬居(1992)。師範學院學生的概念構圖和化學成就、科學過程技能、邏輯思考能力和性別相關之研究。臺北市立師範學院學報，23，345-356。
47. 黃藍億(2005)。碩士論文(碩士論文)。慈濟大學教育研究所。
48. 路君約、陳榮華(1992)。非文字普通能力測驗。台北:中國行為科學社。
49. 蔣家唐(1995)。行政院國家科學委員會專案研究計畫成果報告行政院國家科學委員會專案研究計畫成果報告,行政院國家科學委員會。
50. 蔡天民(2002)。碩士論文(碩士論文)。台北市立師範學院科學教育研究所。
51. 戴文雄(1998)。行政院國家科學委員會專案研究計畫成果報告行政院國家科學委員會專案研究計畫成果報告,行政院國家科學委員會。
52. 謝真華(1999)。碩士論文(碩士論文)。國立台南大學國民教育研究所。

1. 劉奕帆、廖冠智(2011)。魔術方塊之悅趣化空間感知設計研究。設計學報，16(3)，45-67。
2. 蘇金豆(2018)。應用創意電化學動畫概念圖學習探究學生認知能力。教育傳播與科技研究，118，15-28。
3. 伍柏翰(2017)。結合即時診斷機制的行動學習與自我調整學習模式對學生運用概念圖的學習成就與行為之影響。數位學習科技期刊，9(2)，1-27。
4. 游政男、高台茜(2018)。發展青少年以紀錄片形式參與社會教學模組之設計。教育實踐與研究，31(1)，113-144。
5. 鄭博文(2012)。概念構圖應用於高職電子學教學成效與評量之探討－以雙極性接面電晶體單元課程為例之教學研究。技術與職業教育學報，4(3)，57-79。
6. (2013)。電腦化概念構圖與創意發想關係之研究。教育與心理研究，36(2)，25-55。