概念構圖融入教學對國中生地理學習成效之影響

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Title:	概念構圖融入教學對國中生地理學習成效之影響
Other Titles:	The effects of concept mapping instructional strategies on geography learning for junior high school students
Authors:	吳雅惠;Wu, Ya-Hui
Contributors:	淡江大學教育科技學系碩士在職專班沈俊毅
Keywords:	概念構圖;地理學習;空間關係理解;Concept Mapping;geographic learning;spatial skill relationships
Date:	2011
Issue Date:	2011-12-28 17:26:29 (UTC+8)
Abstract:	地理學科內容豐富，概念結構複雜，學生在學習時難免用背誦的方式死記，無法了解主題的完整性，並且忽略了地理學科的概念統整性。有許多研究指出概念構圖是有效的學習方法，以後設認知來看，相較於其他學習方法，概念圖於知識的獲取上有正面的影響，利用概念圖學習比畫重點或作筆記更加有用。本研究以「不等組前測後測控制組設計」準實驗法，研究對象為新北市某國中八年級三個班的學生，樣本數為96人，將學生分成三個組：全構圖組，為學習者於學習過程中，獨自繪製該單元概念圖；半構圖組，為研究者將概念框架架構好，學習者只需將空格處填滿；全閱讀組，學生閱讀地理科領域專家根據單元目標繪製的概念圖。以三種概念構圖教學策略與高低先備知識為自變項，國中生地理科學習成效、延宕測驗、地理科學習態度、閱讀理解與空間關係理解能力為依變項，研究工具包括地理學習成就測驗量表、地理學習態度量表、閱讀理解量表與空間關係理解量表，所得資料以描述性統計、獨立樣本二因子共變數分析與成對樣本t檢定進行統計考驗，得到結果如下: (一)不同概念構圖教學策略於閱讀理解能力達到顯著差異，其中全構圖組表現顯著優於半構圖組與全閱讀組。 (二)不同概念構圖教學策略在地理科學習成就、學習延宕、學習態度與空間關係理解測驗未達到顯著差異。 (三)高先備知識組於地理學習成就、學習延宕、閱讀理解測驗顯著優於低先備知識組；於地理學習態度、空間關係理解能力則未達到顯著差異。 The richness of the content of geograohy and the complexity of the construction may cause students to learn the subject inevitable in the way with a rote recitation, that can not understand the integrity of the subject, and ignore the concept of geographic integration of disciplines.Many studies have pointed out that the concept mapping is an effective way of learning, look after metacognitive point of view, compared with other learning methods, concept maps in the acquisition of knowledge have a positive impact on the use of concept maps than taking notes. This study adopted the quasi-experimental design , nonequivalent retest-posttest , three 8th-grade classes are from a junipr high school in New Taipei City were chosen, sample size was 96.We divided students into three groups ,(a) Totally generated (e.g. concept map drawn by them-self); (b)partially generated (e.g.conceptual framework have done, learners simply fill the blank);and(c) reading the export’s map (e.g. concept map drawn by experts in the field).The study use three concept mapping Instructional strategies and the level of prior knowledge as the independent variables and the geography learning achievement test, the geography attitude, reading comprehension and spatial relations ability to understand as the dependent variables. The research instruments included: the geography learning achievement test, the geography attitude scale, reading comprehension test and spatial relations ability to understand test.The collected data were analyzed by using the following statistical methods：descriptive statistic, two-way analysis of covariance(ANCOVA) and t-test. The results of the research are shown as follows: 1.Different concept mapping instructional strategies reached a significant difference in reading comprehension, in which the totally- generated group showed significantly better than partially- generated group and reading the export’s map group. 2.Different concept mapping instructional strategies in geography learning achievements, learning delays, learning attitude and understanding of spatial relations test did not reach significant difference. 3.High prior knowledge group in geography learning achievement, learning delays, reading comprehension test was significantly better than low prior knowledge group; in geography learning attitude, ability to understand the spatial relationships not reach significant difference.
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