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題名 | 概念構圖對國小學童自然科學習成就、學習態度及概念改變之研究=A Study on the Effectiveness of Concept Mapping of the Elementary School Student's Science Achievement, Attitude and Conceptual Changes |
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作者 | 蔡天民; 王美芬; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 2002專刊 民91.12 |
頁次 | 頁119-138 |
分類號 | 300.1 |
關鍵詞 | 概念構圖; 概念改變; 科學教育; Concept mapping; Conceptual change; Science teaching; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討以概念構圖為後設認知策佃對國小學童自然科學習成就、學習持續效果及自然科學習態度之影響。採「準實驗研究法」,以國小五年級學童四班127人為研究對象,分成實驗組及控制組,每組再依瑞文氏智力測驗的得分轉換成全國百分等級,區分成高、中、低三種推理能力,以便進一步探討概念構圖對哪一種推理能力的學童有較大的影響。最後由學生教學前後所繪製的概念圖,輔以晤談的方式去了解學生概念改變的情形。 本研考所採用的研究工具有:自然科學習成就測驗、自然科學習態度量表、學生繪製的概念圖、概念圖意見調查表等,採不相等控制組前後測設計,以前測分數為共變量,進行獨立樣本單因子共變數分析,以考驗實驗組和控制組是否達顯著差異。 研究結果顯示: 〈1〉以概念構圖為後設認知策略,整體而言對「自然科學習成就」並沒有顯著的提昇效果。但進一步分析,對抵推理能力的學生,則有較正向的結果。 〈2〉在「自然科學持續效果」方面,低推理能力的學生,接受概念構圖為後設認知據佃後,則有顯著的提昇,但對高、中推理能力學生而言,則無顯著的影響。 〈3〉在對「自然科學習態度」的影響研究發現,以概念構圖為後設認知策略可以提昇「學習自?科的信心」。同時,進一步分析發現,對抵推理能力的學生而言,接受概念構圖為後設認知策略之後,其「學習自然科的信心」與控制組相比,有顯著的增進效果;但對高、中推理能力的學生而言,則無顯著的效果。在「自然科學習興趣」及「自然科價值信念」方面,高、中、低推理能力學生與控制組相比則都無顯著差異,顯示以概念構圖為後設認知策略並不影響學生學習自然科的興趣及價值信念。 〈4〉在「概念改變」方面,透過教學前後的概念圖訪談,發覺學生在教學前就已具有許多對教材內容的迷思概念,而有些概念的調整或信念的修正,透過教學活動較易達成,但仍有許多學生原有的迷思概念,不易透過教學活動改變,廠至教學活動有時會無意間加深學生原有的迷思概念或產生新的迷思概念。 |
英文摘要 | The purposes of this study attempt to probe how the concept mapping of metacognitive strategies influence on the students' attitude toward science, science achievement, and learning retention. The study has been conducted with "quasi-experiment" design. There are 127 elementary students that are divided into experiment and control groups. Both groups are based on the scores of "Standard Progressive Matrices" test. Both groups are divided into three subgroups: high reasoning ability, middle reasoning ability and low reasoning ability. After the three units instructions, the researcher interviewed the students to examine their conceptual changes. The tools used for this study are Science Achievement Test, Attitude Toward Science Inventory, Concept Mapping, and Opinion Questionnaire. This study is an nonequivalent control group pretest-posttest design and uses the pretest score as a covariance to take the independent-samples one-way ANCOVA analysis. The study tends to figure out if there are significant differences between the experiment group and control group. The results of the study are as followings: (1)Concept mapping as metacognitive strategies has no significant difference between the experiment and control groups on the science achievement. (2)Concept mapping as metacognitive strategies only has obvious influence in the group of low reasoning ability students on learning retention. (3)On the attitude toward science, concept mapping as metacognitive strategies raises the low reasoning ability students' confidence. However it does not raise the students' interesting in learning science. And it does not change students' beliefs either. (4)Concept mapping is a good tool that is able to diagnose students' misconceptions. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。