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題 名 | 併用概念圖於國中學生合作學習歷程之研究=A Study on Cooperative Learning with Concept Map in Junior High Students' Classes |
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作 者 | 林達森; | 書刊名 | 南華通識教育研究 |
卷 期 | 2 2004.09[民93.09] |
頁 次 | 頁39-67 |
分類號 | 524.3 |
關鍵詞 | 生物能量; 光合作用; 呼吸作用; 合作學習; 認知風格; 概念圖; Bioenergetics; Photosynthesis; Respiration; Cooperative learning; Cognitive style; Concept map; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的,在探討國中學生以合作學習進行生物能量單元教學時,併用概念圖於學習及評量之效應,並考慮學生認知風格此中介變項之影響。採準實驗設計,研究對象為國一學生,實驗組與對照組分別有38位學生,隨機選取一班為實驗組,一班為對照組。實驗組進行合作學習;對照組採傳統教學。實驗所得資料,經統計分析,所得結果如下:(1)合作學習使學生在運用概念圖來學習生物能量概念之成效顯著優於傳統教學;(2)不同認知風格學生在概念圖測驗之得分沒有顯著差異;(3)合作學習與認知風格在概念圖測驗的得分上存在顯著的交互作用;(4)運用概念圖於生物概念學習效果緩慢,但受到學生肯定。 |
英文摘要 | The purpose of this study was to investigate the effect of cooperative learning with concept map in junior high school biology classes, taking students' cognitive style as a moderator variable. A qusai-experiment following a pretest-posttest control group design was undertaken in two biology classes. The subjects consisted of 76 students, of which 38 as experimental group, and 38, control group. Major results were found as followings: (1) Cooperative learning really brought about a postitive effect on bioengergetics concept learning; (2) There was no significant difference in the concept map test score between students with different cognitive style; (3) Cooperative learning and students' cognitive style produced an interaction effect on bioenergetics learning; (4) It's not easy to use concept map, but welcome by the learners. |
本系統中英文摘要資訊取自各篇刊載內容。