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題名：路徑蒐尋網路分析應用於大一心理學學習效果評量之研究
書刊名：教育與心理研究
作者：葉倩亨
作者(外文)：Yeh, Chien-heng
出版日期：2001
卷期：24(下)
頁次：頁421-450
主題關鍵詞：路徑蒐尋法；心理學；知識結構；評量；Pathfinder；Psychology；Knowledge structure；Assessment
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(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:225
  • 點閱點閱:67
本研究要是以路徑蒐尋法分析比較大一學生在修習過心理學課程後所形成的心理學知識結構與老師知識結構的異同，並分析學生們的心理學知識結構與學業表現的相關。三十位大一學生依其期中考成績被分為高、中、低能力組，心理學課程授課教師的知識結構為本研究的參照結構。本研究結果如下：（1）學生與教師的知識結構有顯著的差異。（2）高能力組與低能力組的PFC指數值有顯著差異，中等能力組與低能力組的亦有顯著差異；在GTD指數上 ，則只有高能力與低能力組有顯著差異。（3）PFC, PRX, GTD三相似指數間兩兩之間達顯著正相關。（4）PFC與GTD指數在三指數中與學業表現成績關係最密切。 此研究結果顯示：（1）路徑蒐尋法（在本研究中，除了PRX指數外）能有效區別不同能力組別的學生。（2）三指數間兩兩呈現正相關。（3）PFC和GTD指數值與學業表達顯著正相關，其中PFC指數的解釋變異量最高。 文末，根據研究結果針對教師提出具體建議，亦含括未來進一步研究之方向，以促進知識結構評量更臻完善。
The main purpose of this research is to compare the differences and similarities of the knowledge structures among Freshmen and their instructor, which result in various academic performances of students in a psychology class and analyze the correlation between the Freshmen’s knowledge structures and their academic performance in the psychology course. Thirty subjects were categorized into different ability groups （high, middle, and low groups）based on their scores on the terms exam. The knowledge structure of the instructor in this study was the referential. The result of this study is as follow：（1）There is a significant difference between the knowledge structures of students and the instructor；（2）There is a significant difference between the high and the low, and the middle and low groups according to the PFC index；and according to the PRX index it was only found between the high ad low groups；（3）GTD, PFC, PRX indices were significantly correlated with each other；（4）PFC and GTD indices were most related to academic performance among the three indices. The results of this study showed：（1）The path finder method effectively （except for the PRX index in this study）discriminated subjects with different abilities.（2）The three indices were correlated with each other. （3）PFC and GTD indices were significantly correlated with academic performance ability. PFC index had the best effect among the three indices. Finally, some recommendations are also given based on the research results, including the possible further research direction in the future, so as to facilitate the ultimate goal of elaborated knowledge-structure evaluation.
期刊論文
1.江淑卿(20000100)。徑路探測法在測量知識結構的效度研究。測驗年刊，47(1)，73-94。new window  延伸查詢new window
2.Fisher, R. A.(1921)。On the "probable error" of a coefficient of correlation deduced from a small sample。Metron，1，3-32。  new window
3.Quillian, M. Ross、Collins, Allan M.(1969)。Retrieval time from semantic memory。Journal of Verbal Learning and Verbal Behavior，8(2)，240-247。  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.Vosniadou, S.、Brewer, William F.(1987)。Theories of knowledge restructuring in development。Review of Educational Research，57(1)，51-67。  new window
6.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
7.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
8.涂金堂(20000600)。徑路搜尋法在知識結構測量上的應用。初等教育學報，13，275-306。new window  延伸查詢new window
9.Goldsmith, T. E.、Johnson, P. J.、Acton, W. H.(1991)。Assessing structural knowledge。Journal of Educational Psychology，83(1)，88-96。  new window
10.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
11.Gonzalvo, P.、Cañas, J. J.、Bajo, M. T.(1994)。Structural representations in knowledge acquisition。Journal of Educational Psychology，86，601-616。  new window
12.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
會議論文
1.Knoebel, A.、Dearholt, D.、Schvaneveldt, R.(1988)。Empty nexus graphs。Las Cruces, NM。  new window
學位論文
1.林曉芳(1999)。數學低成就國中生在代數概念學習之評量研究(碩士論文)。國立政治大學。  延伸查詢new window
2.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
3.蔡佳燕(2000)。國小學生數學學科知識結構評量之研究(碩士論文)。國立政治大學。  延伸查詢new window
4.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
5.林曉雯(1994)。國中生物教師教學表徵的詮釋性研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Gagné, Ellen D.、Yekovich, C. W.、Yekovich, F. R.(1985)。The cognitive psychology of school learning。Little, Brown and Company。  new window
2.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
3.Paivio, Allan(1986)。Mental representations: A dual coding approach。Oxford University Press。  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.Dearholt, D. W.、Schvaneveldt, R. W.(1990)。Properties of Pathfinder networks。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ。  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.Edmondson, K. M.(1999)。Assessing Science understanding through Concept Maps。Assessing Science Understanding: A Human Constructivist View。San Diego, California：Academic Press。  new window
3.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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