Relationships Between Concept Maps and Critical Thinking Skills

概念圖與批判思考技能之相關分析

10.6137/RECT.201912_(121).0001

曾聖翔(Tseng, Sheng-Shiang)；林怡君(Lin, Yi-Chun)

Concept maps ； Critical thinking skills ； High school students ； 概念圖 ； 批判思考技能 ； 高中生

教育傳播與科技研究

121期（2019 / 12 / 31）

1 - 18

英文

Although concept maps have been used to improve students' critical thinking skills, very few studies have examined the relationship between concept maps and critical thinking skills. Without this information, researchers cannot provide teachers with comprehensive suggestions for the design of concept mapping activities to improve students' critical thinking. This study aimed to examine the relationships between concept maps and critical thinking skills and explore how concept maps may differentiate individuals with low critical thinking skills from those with high critical thinking skills. A total of 70 participants were recruited from the English department of a high school in Taiwan. This study adopted a mixed-method approach. The quantitative data included students' concept map scores and critical thinking survey scores, and the qualitative data included students' concept maps. The results indicated a low Pearson correlation between the Novak and critical thinking survey scores as well as between the Gowin and critical thinking survey scores. The example scores of the concept map were the only element in Novak and Gowin's rubric that were correlated to the critical thinking survey scores. The qualitative analysis of the students' concept maps also revealed that the major difference between individuals with low critical thinking skills and those with high critical thinking skills was related to the use of examples within the concept maps.

概念圖雖然一直用於提升學生批判思考技能，卻很少有研究探討概念圖與批判思考技能之關係。因此，過去研究者無法提供教師全面的教學建議，讓教師能有效利用概念圖提升學生批判思考技能。本研究目的在於探討概念圖與批判思考技能之關係，並研究概念圖如何區分批判思考技能高的學生與批判思考技能低的學生。研究對象為七十位在臺灣就讀英語學系高中生，採用混合研究方法，量化資料包含學生概念圖分數與其批判技能分數，質化資料包含學生所畫的概念圖。量化結果顯示，根據Novak及Gowin評分標準，學生的概念圖得來的分數與批判思考技能分數相關度低。學生在概念圖中提出範例所得到的分數，是唯一跟學生批判思考技能有相關的項目。質化結果同樣顯示，是否能在概念圖提出範例，是區分批判思考技能高的學生與批判思考技能低的學生的重要依據。

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