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題名：鷹架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之影響
書刊名：教育心理學報
作者：吳裕聖／曾玉村 引用關係
作者(外文)：Wu, Yu-sheng／Tzeng, Yuhtsuen
出版日期：2011
卷期：43:1
頁次：頁1-23
主題關鍵詞：情意；教學策略；概念構圖；閱讀表徵；鷹架作用；Affection；Concept mapping；Instructional strategy；Reading representation；Scaffolding
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(11) 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:11
  • 共同引用共同引用:260
  • 點閱點閱:76
先前研究發現概念構圖策略有助於學生的學習，但學習如何繪製概念構圖並不容易如何減低學習繪製概念構圖的難度乃成為概念構圖策略教學的關鍵議題。因此，本研究導入鷹架理論，藉由適時的提供與拆除對學生的協助，有助於解決學童學習概念構圖策略的瓶頸。本研究設計為4 （繪製概念構圖組、閱讀概念構圖組、鷹架漸拆概念構圖組、控制組） × 2 （高、低先備知識）二因子不等組前後測設計。受試者為國小五年級四個班級共138 名學生，四組先施以生物文章的先備知識測驗及閱讀理解的前測，接著進行十二週的教學實驗，之後均實施後測及情意評定。結果發現：1. 文本表徵問題的得分上，各實驗組皆高於控制組而實驗組間無差異，關連強度中等。2. 情境模式問題的得分上，鷹架漸拆概念構圖組高於各組，繪製概念構圖組高於控制組，但閱讀概念構圖組與控制組無差異，關連強度中等。3. 高先備知識的學生，不論在文本表徵或情境模式問題的得分上均高於低先備知識的學生，但關連強度分屬於微弱與中等。4. 教學策略與先備知識間無交互作用。5. 在情意的反應上：實驗組中以鷹架漸拆概念構圖更受學生喜歡和樂意日後繼續使用之傾向，其與各組之主要差異是「聯結語」的使用能力較無困難，顯示鷹架歷程發揮了關鍵性的功能。
Proven to be a useful leaning strategy, concept mapping remains as a challenging skill for students to learn. A key instructional issue is to reduce the difficulty of learning of the strategy. In this study, we incorporated principles of the scaffolding theory in the process of teaching concept mapping strategy with manipulated support of learning the strategy of concept mapping to seek evidence for effectiveness of the manipulation. A 4 x 2 quasi-experimental design of the study with the independent variables of manipulation of the scaffolding support (concept-map drawing, concept-map reading, scaffold-fading, and control groups) and prior knowledge (high versus low background knowledge) was adopted. Participants were 138 5th grade students recruited from 4 different classes. A pre-test on biological science knowledge was administered followed by a 12-week instruction. A post-test and a questionnaire were given to assess the effectiveness of the scaffolding on student learning and their attitude toward the instruction. The results indicated that (a) all experimental groups score higher than control group on text-based representation of knowledge (?) and no differences among experimental groups; (b)For situation model representation, scaffold-fading group score the highest, followed by the concept-map drawing and the concept-map reading and the control groups, with no significant difference between the last two groups; (c) Students with high prior knowledge scored more highly than those with low prior knowledge on both text-based and situation model representation; (d) There was no interaction between teaching strategy and background knowledge; and (e) Scaffold-fading group enjoyed more learning concept mapping and indicated they were more likely to use this strategy in the future. Analysis of their drawing protocol revealed that providing proper scaffolding did make it easy for students to learn relationships between conceptual nodes. The study showed scaffolding as a critical component for successful concept mapping instruction.
期刊論文
1.O'Donnell, A. M.、Dansereau, D. F.、Hall, R. H.(2002)。Knowledge maps as scaffolds for cognitive processing。Educational Psychology Review，14(1)，71-86。  new window
2.Holley, C. D.、Dansereau, C. F.、McDonald, B. A.、Garland, J. C.、Collins, K. W.(1979)。Evaluation of a hierarchical mapping technique as an aid to prose processing。Contemporary Educational Psychology，4，227-237。  new window
3.Smith, K. M.、Dwyer, F. M.(1995)。The effect of concept mapping strategies in facilitating student achievement。International Journal of Instructional Media，22(1)，25-32。  new window
4.Chang, K. E.、Sung, Y. T.、Chen, S. F.(2001)。Learning through computer-based concept mapping with scaffolding aid。Journal of Computer Assisted Learning，17(1)，21-33。  new window
5.Jegede, Olugbemiro J.、Alaiyemola, Folusho F.、Okebukola, Peter A. O.(1990)。The effect of concept mapping on students' anxiety and achievement in biology。Journal of Research in Science Teaching，27(10)，951-960。  new window
6.McCagg, E. C.、Dansereau, D. F.(1991)。A convergent paradigm for examining knowledge mapping as a learning strategy。The Journal of Educational Research，84(6)，317-324。  new window
7.吳裕聖、曾玉村(20030300)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。教育研究集刊，49(1)，135-169。new window  延伸查詢new window
8.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
9.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
10.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
11.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
12.Chang, K.-E.、Sung, Y.-T.、Chen, I.-D.(2002)。The effect of concept mapping to enhance text comprehension and summarization。Journal of Experimental Education，71(1)，5-23。  new window
13.Bean, T. W.、Sorter, J.、Singer, H.、Frazee, C.(1986)。Teaching students how to make predictions about events in history with a graphic organizer plus options guide。Journal of Reading，29，739-745。  new window
14.Boyle, J. R.、Weishaar, M.(1997)。The effects of expert-generated versus students-generated cognitive organizers on the reading comprehension of students with mild disabilities。Learning Disability Research and Practice，12(4)，228-235。  new window
15.Butcher, Kirsten R.(2006)。Learning from text with diagrams: Promoting mental model development and inference generation。Journal of Educational Psychology，98(1)，182-197。  new window
16.Cavallo, A. L.(1992)。Students’meaningful learning orientation and their meaningful understanding of meiosis and genetics。Paper presented at the Annual Conference of the National Association for Research in Science Teaching. Retrived from Annual database. (ED 356-140)。  new window
17.Chmielewski, T. L.、Dansereau, F. D.(1998)。Enhacing the recall of text: Knowledge mapping training promotes implicit transfer。Journal of Educational Psychology，90(3)，407-413。  new window
18.Hegarty-Hazel, E.、Prosser, M.(1991)。Relationship between student’conceptual knowledge and study strategies--Part II: Student learning in biology。International Journal of Science Education，13，421-429。  new window
19.Lambiotte, J. G.、Dansereau, D. F.(1992)。Effects of knowledge maps and prior knowledge on recall of science lecture content。Journal of Experimental Education，60，189-201。  new window
20.O'Donnell, A. M.(1994)。Learning from knowledge maps: The effects of orientation。Contemporary Educational Psychology，19，33-44。  new window
21.Rewey, K. L.、Dansereau, D. F.、Hall, R. H.、Pitre, U.(1989)。Effects of knowledge maps and scripted cooperation on the recall of technical material。Journal of Educational Psychology，81，604-609。  new window
22.Okebukola, P. A.、Jegede, O. J.(1989)。Cognitive preference and learning model as determinants of meaningful learning through concept mapping。Science Education，71，232-241。  new window
23.Tzeng, Y.、Chen, P. L.(2006)。The effects of causal structure on levels of representation for Chinese children's narrative comprehension。Chinese Journal of Psychology，48(2)，115-138。  new window
24.Lambiotte, J. G.、Dansereau, D. F.、Cross, D. R.、Reynolds, S. B.(1989)。Mulitirelational sematic maps。Educational Psychology Review，1，331-367。  new window
研究報告
1.黃台珠(1995)。概念圖在國中生物教學上的成效研究 (計畫編號：NSC-84-2511-S-017-003)。高雄：高雄師範大學科學教育研究所。  延伸查詢new window
學位論文
1.Skaggs, L. P.(1988)。The effects of knowledge maps and pictures on the acquisition of scientific information(博士論文)。Texas Christian University，Fort Worth, TX。  new window
2.Jo, I. H.(2001)。The effects of concept mapping on college students' comprehension of expository text，FL.。  new window
3.Wang, H. F.(1995)。Effects of format and student completion of concept maps on college students' learning，IL.。  new window
圖書
1.Rogoff, B.(1990)。Apprenticesnip in thinking: Cognitive development in social context。New York：Oxford University Press。  new window
2.Mintzes, Joel J.、Wandersee, James H.、Novak, Joseph D.(1998)。Teaching Science for Understanding: A Human Constructivist View。Academic Press。  new window
3.Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。  new window
4.Mayer, Richard E.、林清山(1990)。教育心理學：認知取向。臺北市：遠流出版社。  延伸查詢new window
5.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
6.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
7.Kintsch, Walter(1998)。Comprehension: A paradigm for cognition。Cambridge University Press。  new window
8.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
9.Ausubel, David Paul(1963)。The psychology of meaningful verbal learning: an introduction to school learning。Grune & Stratton, Inc.。  new window
10.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
11.路君約、盧欽銘、范德鑫、陳淑美、歐滄和(1991)。系列學業技能測驗。台北：中國行為科學社。  延伸查詢new window
12.Bromley, K.、Irwin-DeVitis, L.、Modlo, M.(1995)。Graphic organizers: Visual strategies for active learning。New York, NY。  new window
13.Gagnon, G. N. Jr.、Collay, M.(2001)。Design for learning: Six elements in constructivist classrooms。Thousand Oaks, CA：Corwin Press。  new window
14.Gould, B. T.(1987)。Effect of prior knowledge and text structure instruction on the comprehension and memory for expository reading of intermediate and junior- high grade students (Unpublished doctoral dissertation)。Unpublished doctoral dissertation。MA.。  new window
15.Rogoff, B.(1995)。Observing sociocultural activity: Participatory appropriation, guided participation, and apprenticeship。Sociocultural studies of mind。New York, NY。  new window
16.Holley, C. D.、Dansereau, D. F.(1984)。Networking: The technique and the empirical evidence。Spatial learning strategies: Techniques, applications, and related issues。New York, NY。  new window
其他
1.Novak, J. D.，Canas, A. J.(2006)。The theory underlying concept maps and how to construct them，http:/cmap.ihmc.us/Publications/ResearchPaper/ConceptMaps， 20070505。  new window
圖書論文
1.French, R. A.、Sternberg, R. J.(1989)。Expertise and intelligent thinking: When is it worse to know better?。Advances in the psychology of human intelligence。Hillsdale, NJ：Lawrence Erlbaum。  new window
2.Sonnier, I. L.、Fontecch, B. S.、Dow, M. G.(1989)。Quantity and quality education: Measuring affective learning。Affective education: Methods and techniques。Englewood Cliffs, NJ：Educational Technology。  new window
 
 
 
 
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