體驗區
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| 篇名 |
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
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| 並列篇名 |
The Promotion of Knowledge Structure and Comprehension Ability Using Different Learning Process of Concept Mapping Strategies
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| 作者 |
江淑卿
、郭生玉
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| 中文摘要 |
本研究主要目的在探讨不同学习过程的概念构图策略，对不同自然科学能力学生，在促进知识结构专家化和理解能力的效果。本研究采二因子等组后测实验设计，将201位六年级受试，依其在「国中新生自然科学能力测验」得分，区分为低、中、高三种自然科学能力学生，再随机分派至「绘制概念构图策略」、「阅读概念构图策略」、「传统阅读策略」等各组。教学结束一周后，实施「知识结构测验」，先采用径路探测网络进行分析，可获得三项知识结构指数，再以二因子多变项变异数分析处理。同时实施「理解能力测验」，以二因子变异数分析处理。研究结果发现：不同学习过程的概念构图策略，对促进知识结构专家化和理解能力的效果，会因学生的自然科学能力不同而有所不同。兹分述如下：(1)对高能力学生而言，接受不同学习过程的概念构图策略，在促进知识结构专家化和理解能力的效果上，都未能优于传统阅读策略。(2)对中能力学生而言，接受不同学习过程的概念构图策略，在促进知识结构专家化和理解能力上，大致比传统阅读策略有效。(3)对低能力学生而言，接受「阅读概念构图策略」，在促进知识结构专家化和理解能力上，都比传统阅读策略有效。接受「绘制概念构图策略」，在促进知识结构专家化上，与传统阅读策略没有差异，但是在增进理解能力上，比传统阅读策略有效。
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| 英文摘要 |
The main purpose of this study was to explore the effect of knowledge structure and comprehen-sion ability by using different learning process of concept mapping strategies with different natural sci-ence abilities students. Two-way between-subjects factorial design was used. Two hundred and one six-graders were categorized into low - middle and high natural science ability based on Science Ability Test for the First Year Junior High School Students. Furthermore, they were randomly assigned into three groups of drawing concept mapping strategy - reading concept mapping strategy and general reading strategy. One week later, the Knowledge Structure Test was conducted and Pathfinder Network was used to obtain three knowledge indices, then Two-way factorial MANOVA was used. Comprehension Ability Test was conducted and two-way factorial ANOVA was used too. Results indicated as follows: The effects of knowledge structure and comprehension ability were obtained based on different learning process of concept mapping strategies with different natural science ability students. (1) Comparing with general reading strategy group, high ability students could not be further promoted knowledge structure and comprehension ability by using different learning process of concept mapping strate-gies. (2) In most cases, comparing with general reading strategy group, middle ability students could be promoted knowledge structure and comprehension ability by using different learning process of concept mapping strategies (3) With regard to low ability students, knowledge structure and comprehension abil-ity was more effectively promoted by using reading concept mapping strategy instead of general reading strategy. By using drawing concept mapping strategy, knowledge structure was not more effectively promoted, but comprehension ability was more effectively promoted than using general reading strategy.
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| 頁次 |
001-016
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| 關鍵詞 |
知識結構專家化
、concept mapping strategies
、comprehension ability
、pathfinder network
、knowledge structure
、概念構圖策略
、理解能力
、徑路探測網路
、TSSCI
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| 卷期 |
42:1
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| 日期 |
1997
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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