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題名 | 附屬問題層次與認知策略對國小學童概念學習成效之研究=The Effects of Levels of Adjunct Questions and Cognitive Strategies on Concept Learning |
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作者 | 黃琡惠; | 書刊名 | 國民教育研究學報 |
卷期 | 7 2001.06[民90.06] |
頁次 | 頁19-41 |
分類號 | 521.12 |
關鍵詞 | 概念學習; 認知策略; 附屬問題; Concept learning; Cognitive strategy; Adjunct question; |
語文 | 中文(Chinese) |
中文摘要 | 藉由實驗研究法,本研究探討附屬問題層次與策略訓練對社會科概念學習之成效。148名四年級學生依照系統區組法分為四組:事策組(FS)、事實組(FN)、應策組(AS)與應用組(AN)。依變項是概念學習測驗成績,包括記憶、應用及遷移測驗。四個二維變異數分析主要效果和交互效果以及t考驗分析兩組間的差異。 本研究結果顯示: l.主要效果 (1)附屬問題:回答應用問題的學生在概念測驗的成績與回答事實問題的學生沒有差別。 (2)策略訓練:接受認知策略的學生在概念測驗的成績優於未接受認知策略的學生。 2.交互效果(附屬問題與策略訓練) (1)記憶測驗:事策組的學生優於應用組和事實組的學生。 (2)應用測驗:應策組的學生優於應用組和事實組學生。 (3)遷移測驗:應策組的學生表現比應用組學生好。 依實驗結果建議教師在敦概念時應同時使用策略訓練與附屬問題,意即,將字典中的概念定義分析成條列式定義,並且以事實問題相應用問題增進學生概念學習。 |
英文摘要 | This study investigated the effects of levels of adjunct questions and cognitive strategies on concept learning. One hundred forty-eight fourth-grade students were assigned to four groups by a systematic block. Students in the factual-strategy group (FS) answered factual questions (e.g., What are the critical attributes of "invention"?) and received cognitive strategies --- list critical attributes. Students in the factual-no strategy group (FN) answered factual questions but did not receive training in the use of strategy. Students in the application-strategy group (AS) answered application questions (e.g., "In the science contest, teacher Huang found that sunflower oil is the best oil in the world." Is it an example or nonexample of an invention?) and received cognitive strategies. And students in the application-no strategy group (AN) answered application questions but did not receive cognitive strategies. The Concept Learning Test administered to students after five days of treatment consisted of a recall subtest, an application subtest, and a transfer subtest. Four two-way Analysis of Variance (ANOVA) were used to identify the two main effects and interaction effects, and I tests were computed to test pair-wise comparisons. Results revealed that in adjunct questions, no differences were found on the total scores of the Concept Learning Test, and recall, application, and transfer subtests. In cognitive strategies, students who received cognitive strategies out performed those who did not receive such training on the CLT and three subtests. However, it is noteworthy that the combination of factual questions and cognitive strategies produced better results than factual questions on the recall subtest while the combination of application questions and cognitive strategies scored higher than application questions on the application and transfer subtests. |
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