淡江大學機構典藏:Item 987654321/87136
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    题名: 概念構圖學習策略對國中學生自然科學習成就及後設認知能力之影響
    其它题名: The effects of concept mapping learning strategy on junior high school students sciences learning achievement and metacognition ability
    作者: 李思宜;Lee, Szu-Yi
    贡献者: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-Ping
    关键词: 概念構圖;後設認知;自然科學習成就;Concept Map;Metacognition;science learning achievement
    日期: 2012
    上传时间: 2013-04-13 10:44:23 (UTC+8)
    摘要: 本研究的目的在了解不同型式的概念圖學習策略對自然科學習成就及後設認知能力之影響。採準實驗研究法，以國中三年級四班 136 人為研究對象，分成填充概念圖組、閱讀概念圖組、自繪概念圖組及傳統教學法組。每組再依據其國二自然科六次段考成績的平均值區分成科學程度高分組、中分組、低分組三種層次，探討教學法與科學程度在自然科學習成就及後設認知能力的交互作用情形，以及不同教學法對自然科學習成就及後設認知能力的影響。
    本研究的研究工具為自然科學習成就測驗及後設認知量表，採不等組前後測設計，以自然科學習成就前測及後設認知前測作為共變量，自然科學習成就後測及後設認知後測為依變項進行二因子共變數分析。研究結果為：
    (一)教學法對自然科學習成就的影響
    1.教學法和科學程度之間有交互作用的情形。
    2.對科學程度高分組而言，概念圖學習法是優於傳統教學法的，但三種型式的概念圖法則沒有顯著差異。
    3.對科學程度中、低分組而言，三種型式的概念圖法及傳統教學法皆沒有顯著差異。
    (二)教學法對自然科學習成就進步量的影響
    1.教學法和科學程度之間沒有交互作用的情形。
    2.填充概念圖法優於傳統教學法。
    (三)教學法對後設認知的影響
    1.教學法和科學程度之間沒有交互作用的情形。
    2.概念圖學習法優於傳統教學法。
    3.三種型式的概念圖法則沒有顯著差異。
    The present study aims to understand the effect of concept map learning strategy in different patterns on natural science learning achievement and metacognitive
    abilities. The quasi-experimental design was adopted in the study. The subjects participating in the study were 136 seniors from four classes in a junior high school. The subjects were divided into four groups–filling concept map, reading concept map,self-drawing concept map,and traditional methodology. Each group was further divided into three levels–high,medium and low,by the mean score of six monthly natural science exams for the juniors in order to investigate the correlation between methodology and science competence in natural science learning achievement and metacognitive abilities as well as the effects that different types of methodology have posed on natural science achievement and metacognitive abilities.
    The research tools for the present study were natural science learning achievement test and metacognition scale. The study has the nonequivalent pretest-posttest design with pretest of natural science achievement and pretest of
    metacognition as the covariates,posttest of natural science achievement and posttest of metacognition as the dependable variables for two-way ANCOVA.
    The results of the study are summarized as below.
    1.The effect of methodology on science learning achievement
    1)There was an interactive effect between methodology
    and science level.
    2)For the “high”group,concept map learning was better
    than traditional methodology. Nevertheless, there was
    no significant difference among the three different
    patterns of concept map.
    3)For the “medium”and “low”groups,there was no
    significant difference among the three patterns of
    concept maps and traditional methodology.
    2.The effect of methodology on science learning achievement on progress scale
    1)There was no interactive effect between methodology and
    science level.
    2)Filling concept map was better than traditional
    methodology.
    3.The effect of methodology on metacognition
    1)There was no interactive effect between methodology and
    science level.
    2)Concept map learning was better than traditional
    methodology.
    3)There was no significant difference among the three
    patterns of concept maps
    显示于类别:[教育科技學系暨研究所] 學位論文

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