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    题名: 概念構圖融入翻轉教育對八年級學生後設認知、學習成效之影響 : 以國中公民科為例
    其它题名: The effect of integrating concept mapping into flipped classroom on eighth graders' learning and metacognition : a quasi-experiment in civics education
    作者: 蕭竹君;Xiao, Zhu-Jun
    贡献者: 淡江大學教育科技學系數位學習在職專班
    吳純萍;Wu, Chun-Ping
    关键词: Concept Mapping;Flipped Classroom;Learning Effectiveness;Metacognition;後設認知;概念構圖;學習成效;翻轉教育
    日期: 2017
    上传时间: 2018-08-03 14:38:15 (UTC+8)
    摘要: 如何有效增進學生學習成效與後設認知是許多研究探討的重點,從學習成效與後設認知之變化可看出學習者學習狀況,並增進學習效果,先前研究發現翻轉教育與概念構圖皆能對學生學習成效有正面影響,但兩者融合的教育方式較少人探討,本研究欲探討其對學生學習成效與後設認知之影響。研究對象為新北市大型完全中學之國中部八年級四班共95位學生,進行為期八周的準實驗研究,教學主題為政治與法律共四個主題。本研究隨機指派兩個班級為實驗組共54人,採取魚骨圖教學教導學生檢視因果關係、分析複雜事件,將所學應用到情境中、找出概念間關係。另兩個班級為對照組共41人,進行權衡秤圖融入的翻轉教育,透過評估想法的構圖,協助學生記憶規則、說明概念、判斷概念的相互關係、做出價值判斷與比較。本研究使用的測驗工具為1.自編學習成效問卷,題型為選擇題17題,滿分85分,一題5分,由研究者自行編製並經過專家效度、鑑別度分析後完成。2.青少年後設認知量表,總共二十題,採Likert五點量表形式。研究分析方式採描述性統計以及單因子共變數分析。研究結果發現:1.單因子共變數分析結果指出兩組的學習成效並無顯著差異。2.單因子共變數分析結果指出兩組的後設認知並無顯著差異。
    Metacognition and learning effectiveness are often used as indicators to students learning outcomes; thus many studies devoted efforts to enhancing students’ metacognition and learning effectiveness. Though flip-classroom and concept-mapping have a positive impact on student learning outcomes, yet few research investigated the integration of the two instructional strategies. A quasi experimental design was adopted in the study. A total of 95 students from four classes in junior high school were selected as the subjects of this study. The topics included politics and law. One group (N=54) used the concept-mapping technique of the cause-effect-analysis, which focused on the causal relationships. The other group (N=41) used the concept-mapping technique of weight-the-scale, which focused on evaluating ideas. The learning outcomes were measured by the self-made scale and the adolescents metacognition scale. The self-made scale consists of 17 multiple choice questions. The adolescents metacognition scale consists of 20 Likert five-point scale. The data were analyzed using descriptive statistics and ANCOVA. In accordance with the analysis of information, the conclusion in this research as follows:
    (1)No significant difference in the achievement scores between two treatment groups was found.
    (2)No significant difference in the metacognitive awareness scores between two treatment groups was found.
    显示于类别:[教育科技學系暨研究所] 學位論文

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