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題名：徑路探測法在測量知識結構的效度研究
書刊名：測驗年刊
作者：江淑卿
作者(外文)：Jiang, Shwu-ching
出版日期：2000
卷期：47:1
頁次：頁73-94
主題關鍵詞：徑路探測法；概念構圖法；晤談法；知識結構；建構效度；Pathfinder method；Concept mapping method；Interview method；Knowledge structure；Construct validity
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:218
  • 點閱點閱:30
　　　　　本研究以網路模式為理論基礎，探討徑路探測法在測量知識結構上的建構效度。 研究一試探徑路探測法的測量效果。依國中新生自然科學能力測驗，將266位國小六年級學生區分為不同能力者。另外，各選取12位教師與學生，分別為專家和生手。研究結果:GTD指數、PFC指數和PRX指數彼此有顯著的相關，且能區別不同自然科學能力的學生、專家與生手，其中以GTD指數和PFC指數，與理解能力的關係最密切。 研究二比較徑路探測法與概念構圖法的測量結果。以國小六年級學生30人為受試。研究結果:GTD指數、PFC指數、概念構圖分數與理解能力，彼此有顯著的相關，其中以概念構圖分數和PFC指數，與理解能力的關係最密切。 研究三運用不同教材，驗証徑路探測法的測量效果，並比較徑路探測法與晤談法的測量效果。依自然科學學業成績，選取45位國小五年級不同能力的學生，並從各能力組織隨機選取15人，進行晤談。研究結果::在三篇教材上，PFC指數皆能區別不同自然學業能力學生，並與理解能力有顯著的相關;PFC指數與晤談得分有顯著相關，且徑路探測圖解與晤談所建構的圖解近似。 本研究獲致下列結論:(1)徑路探測法的三項相似性指數彼此有相關。(2)徑路探測法的相似性指數與理解能力有相關，其中以PFC指數測量效果最佳。(3)徑路探測法的相似性指數能區辨不同能力之差異。(4)徑路探測法、概念構圖法、晤談法在測量知識結構的效果相當一致。
　　　　　 Based on the network model, this study to explore the construct validity of Pathfinder method used as a tool to assess knowledge structure. The first study was to explore the validity of Pathfinder method. 266 six-graders were categorized into different ability groups based on their scores on the Science Ability Test. In turn, 12 teachers and 12 six-graders were selected as experts and novices. The result indicated that GTD, PFC and PRX indices were significantly correlated with each other. All three indices effectively discriminated different ability of students, experts and novices. GTD and PFC indices were most related to comprehension ability among three indices. The second study was to compare the assessment effect between Pathfinder and concept mapping method. 30 six-graders were subjects. The result indicated that GTD index, PFC index, concept mapping score and comprehension ability were significantly correlated with each other. Concept mapping score and PFC index were most related to comprehension ability. The third study, by using three texts, was to verify the validity of Pathfinder method, and to compare the assessment effect between Pathfinder and interview method. 45 fifth-graders of different ability were selected based on their school achievement of sciences. Furthermore, 15 interviewees were randomly selected from different ability groups. The result indicated that PFC index discriminated different ability of students, and were significantly correlated with comprehension ability. Pathfinder graph was similar to the graph constructed by interview method. The results of three studies showed:(1) Three indices were correlated with each other. (2) Three indices were correlated with comprehension ability. PFC index was the best effects among three indices. (3) Pathfinder method effectively discriminated subjects with different ability. (4) The effects of Pathfinder, concept mapping and interview method were similar.
期刊論文
1.Schvaneveldt, R. W.、Cooke, N. J.(1988)。Effects of computer programming experience on network representations of abstract programming concepts。International Journal of Man-Machine Studies，29，407-427。  new window
2.Cooke, N. M.、Durso, F. T.、Schvaneveldt, R. W.(1986)。Recall and measures of memory organization。Journal of Experimental: Learning, Memory and Cognition，12，538-549。  new window
3.Wallace, J. D.、Mintzes, J. J.(1990)。The Concept map as a research tool: Exploring conceptual change in biology。Journal of Research in Science Teaching，27(10)，1033-1052。  new window
4.江淑卿、郭生玉(19971000)。不同學習過程的概念構圖策略對促進知識結構專家化與理解能力之效果研究。師大學報，42，1-16。new window  延伸查詢new window
5.Johnson, P. J.、Goldsmith, T. E.、Teague, K. W.(1994)。Locus of the predictive advantage in pathfinder-based representations of classroom knowledge。Journal of Educational Psychology，86(4)，617-626。  new window
6.宋德忠、林世華、陳淑芬、張國恩(19981200)。知識結構的測量：徑路搜尋法與概念構圖法的比較。教育心理學報，30(2)，123-142。new window  延伸查詢new window
7.Hoz, R.、Bowman, D.、Chacham, T.(1997)。Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping。Journal of Research in Science Teaching，34，925-947。  new window
8.Goldsmith, T. E.、Johnson, P. J.、Acton, W. H.(1991)。Assessing structural knowledge。Journal of Educational Psychology，83(1)，88-96。  new window
9.Acton, W. H.、Johnson, P. J.、Goldsmith, T. E.(1994)。Structural knowledge assessment: comparison of referent structures。Journal of Educational Psychology，86(2)，303-311。  new window
10.Gonzalvo, P.、Cañas, J. J.、Bajo, M. T.(1994)。Structural representations in knowledge acquisition。Journal of Educational Psychology，86，601-616。  new window
11.Ruiz-Primo, Maria Araceli、Shavelson, Richard J.(1996)。Problems and issues in the use of concept maps in science assessment。Journal of Research in Science Teaching，33(6)，569-600。  new window
12.邱上真(19890600)。知識結構的評量：概念構圖技巧的發展與試用。特殊教育學報，4，215-244。new window  延伸查詢new window
13.McKeown, M. G.、Beck, I. L.(1990)。The assessment and characterization of young learn-knowledge of a topic in history。American Educational Research Journal，27，688-726。  new window
14.Arabie, P.(1993)。Methodology neither new nor improved。Contemporary Psychology，38(1)，66-67。  new window
15.Hoz, R.、Champagne, A. B.、Klopfer, L. E.(1992)。The multitechnique-multimethod matrix for construct validity methodology: Application to the cognitive structure of physics concepts。Perceptual and Moter Skills，74，3-35。  new window
16.Baker, E.、Niemi, D.、Herl, H. E.(1996)。Construct validation of approach to modeling cognitive structure of U. S. history knowledge。Journal of Educational Research，89(4)，206-218。  new window
17.Markham, K. M.、Mintzes, J. J.、Jones, M. G.(1994)。The concept map as a research and valuation tool: Further evidence of validity。Journal of Research in Science Teaching，31，91-101。  new window
18.Rye, J. A.、Rubba, P. A.(1998)。An exploration of the concept maps as an interview tool to facilitate the externalization of students' understandings about global atmospheric change。Journal of Research in Science Teaching，35(5)，521-546。  new window
19.Schvaneveldt, R. W.、Dearholt, D. W.、Durso, F. T.(1988)。Graph theoretic foundations of Pathfinder networks。Computers and Mathematics with Applications，15，337-345。  new window
20.Schvaneveldt, R. W.、Durso, F. T.、Goldsmith, T. E.、Breen, T. J.、Cooke, N. M.、Tucker, R. G.、DeMaio, J. C.(1985)。Measuring the structure of expertise。International Journal of Man-Machine Studies，23，699-728。  new window
21.Schwanenflugel, P. J.、Fabricius, W.、Alexander, J.(1994)。Development theories of mind: Understanding concepts and relations between mental activities。Child Development，65，1546-1563。  new window
會議論文
1.Knoebel, A.、Dearholt, D.、Schvaneveldt, R.(1988)。Empty nexus graphs。Las Cruces, NM。  new window
研究報告
1.江淑卿(1999)。概念構圖與圖示兒童自然科學的知識結構、理解能力與學習反應之影響。沒有紀錄：行政院國家科學委員會。new window  延伸查詢new window
學位論文
1.許松樑(1989)。國中生物科概念「構圖技巧」評量研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
2.江淑卿(1997)。知識結構的重要特性之分析暨促進知識結構教學策略之實驗研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。  new window
2.Schvaneveldt, R. W.(1994)。Knowledge network organizing tool (PCKNOT version: 4.2)。Las Cruces, NM：Interlink, Inc.。  new window
3.余民寧(19970000)。有意義的學習：概念構圖之研究。臺北：商鼎文化。new window  延伸查詢new window
4.Anderson, J. R.(1990)。Cognitive psychology and its implications。New York：Freeman and Company。  new window
5.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
6.徐享良、曾錦秀(1994)。國中新生自然科學能力測驗指導手冊。國中新生自然科學能力測驗指導手冊。臺北市：心理。  延伸查詢new window
7.Dearholt, D. W.、Schvaneveldt, R. W.(1990)。Properties of Pathfinder networks。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ。  new window
8.Pines, A. L.(1985)。Toward a Taxonomy of Conceptual Relations and the Implications for the Evaluation of Cognitive Structures。Cognitive Structure and Conceptual Change。Orlando：Academic Press, Inc。  new window
單篇論文
1.Koubek, R. J.，Moutujoy, D. N.(1991)。Toward a model of knowledge structure and a comparative analysis of knowledge structure measurement techniques，Dayton, OH：Dept. of Biomedical and Human Factors Engineering, Wright State University。(ED339719)。  new window
其他
1.Gomez, R.，Hadfield, O. D.，Housner, L. D.(1995)。Conceptual maps and simulated teaching episodes as indicators of competence in teaching elementary mathematics，Las Cruces, NM。  new window
圖書論文
1.Schvaneveldt, R. W.(1990)。Proximities, networks, and schemata。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ：Ablex。  new window
2.Goldsmith, T. E.、Davenport, D. M.(1990)。Assessing structural similarity of graphs。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ：Alex。  new window
 
 
 
 
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