概念構圖應用於國中生活科技教學成效之研究

The Study of the Concept-Mapping Applying to the Life Technology Teaching Effects in Junior High School

10.29495/CITE.200612.0300

陳俊宏；朱耀明

生活科技 ； 教學 ； 概念構圖 ； Life Technology ； Instruction ； Concept Mapping

科技教育課程改革與發展學術研討會論文集

2005期（2006 / 12 / 01）

300 - 305

繁體中文

本研究的目的在探討以概念構圖爲教學策略對國中生生活科技的學習成尌及學習態度之影響。本研究採「準實驗研究法」，以高雄縣某國中一年級學生兩個班級共74人爲研究對象，分別以概念構圖教學爲實驗組（37人）與一般教學爲控制組（37人），每組再依其學業成績分爲高、中、低三個分群，以便近一步探討概念構圖教學對那一種學業成績的學生有較大的影響。使用的研究工具有：生活科技學習成就測驗、概念構圖學習知覺滿意度問卷與概念構圖學習反應意見調查表等，所得資料以t-test、單因子單共變量共變數分析與皮爾遜積差相關分析進行統計處理。 研究結果顯示實驗組學生對概念構圖教學的知覺滿意度大多持正面肯定的態度。實驗組學生在概念構圖「學習知覺滿意度」與「學業成就」兩者之間的關係呈現正相關。實驗組學生對教學者使用概念構圖來教學有八成以上的學生是持正面的反應，只有少數學習意願較低落的學生持反面的意見。但是若要學生們自己繪製概念圖來進行學習，雖有五成多的學生願意，卻也有四成多的學生是不願意的，學生認爲要自己繪製概念圖太麻煩。

The purposes of the study were to find out the achievements and learning attitudes of junior high students in Life Technology based on the teaching strategies of Concept-Mapping. The Quasi-Experimental Design was used to experiment on two classes of the first graders in one junior high school in Kaohsiung county, among which are 74 students in all. The Experimental Group (37 students) was based on Concept-Mapping teaching, while the Control Group (37 students) was based on general teaching. Each group was divided into three parts-high level, middle level, and low level, according to their academic performance in order to discuss further about what kind of students will be influenced more by the Concept-Mapping teaching. The tools used in his study include: the achievement test of the Life Technology, the questionnaire of the consciousness degree of satisfaction and the study response on Concept-Mapping. Statistical methods such as t-test, ANCOVA and product-moment correlation analysis were use to analyze data.