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題名：概念構圖策略後設分析資料庫建置之初探研究
書刊名：測驗學刊
作者：謝進昌
作者(外文)：Hsieh, Jin-chang
出版日期：2012
卷期：59:4
頁次：頁513-546
主題關鍵詞：系統性文獻評閱；後設分析；概念構圖；圖形組織體；Concept mapping；Graphic organizers；Meta analysis；Systematic review
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:248
  • 點閱點閱:49
本研究的目的在建立概念構圖教學及學習策略後設分析資料庫，本文除陳述建置過程及指標理論基礎外，並就編碼數據對照國內范瑞東（2005）以及國外Nesbit與Adesope（2006）的後設分析結果，以作為資料庫建置效度的內部及外部證據。研究者以數個關鍵字就國內資料庫進行搜尋後，得到896篇文獻，經對照納入、排除準則，最後，研究者共建檔154篇博碩士論文及期刊；接續，研究者以資料庫提供的效果量對照范瑞東、Nesbit與Adesope的整合結果，分析顯示本資料庫與前者效果量的相關係數，具有0.855的高度關聯，而各調節變項分析結果與後者教學整合成效的顯著性傾向，大多非常一致。整體而言，本資料庫是提供具一定水準的效度之過程及內、外部證據。最後，研究者就資料庫的使用及發展，提出建議供未來參考。
The aim of this study was to establish meta-analytic database regarding concept, knowledge and mind mapping. Besides review of procedural and theoretical foundation of indicators, researcher like to provide internal and external evidences of validity via comparisons with Fan (2005) and Nesbit & Adesope's (2006) meta analysis.After searching PerioPhat-index to Chinese Periodical Literature, and Electronic theses and dissertation system with several keywords and screening according to inclusion and exclusion criteria, 154 dissertations and journal articles were coded. The analyses indicated a high correlation coefficient of 0.855 between effect sizes from database and Fan were obtained, and the results of moderators between database and Nesbit & Adesope also showed a moderate coincidence. To conclude, the process used to build database was sound and the effect size could be treated valid for meta analysis. Recommendations for database usage and development, foundation of evidence library were proposed for future research.
期刊論文
1.江淑卿(20010300)。概念構圖與圖示對兒童自然科學的知識結構、理解能力與學習反應之影響。科學教育學刊，9(1)，35-54。new window  延伸查詢new window
2.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
3.Reynolds, S. B.、Dansereau, D. F.(1990)。The knowledge hypermap: An alternative to hypertext。Computers and Education，14(5)，409-416。  new window
4.王澄霞、謝昭賢(19971000)。以認知圖評量"酸雨"STS教學的學習成就。師大學報. 科學教育類，42，13-29。  延伸查詢new window
5.Nesbit, J. C.、Adesope, O. O.(2006)。Learning with concept and knowledge maps: A meta-analysis。Review of Educational Research，76(3)，413-448。  new window
6.江淑卿(2001)。經驗式和統計式概念構圖對兒童的知識結構與理解能力之影響。屏東師院學報，14，371-396。new window  延伸查詢new window
7.Horton, Phillip B.、McConney, A. A.、Gallo, M.、Woods, A. L.、Senn, G. J.、Hamelin, D.(1993)。An Investigation of the Effectiveness of Concept Mapping as an Instructional Tool。Science Education，77(1)，95-111。  new window
8.Slavin, Robert E.(1986)。Best-evidence synthesis: An alternative to meta-analytic and traditional reviews。Educational Researcher，15(9)，5-11。  new window
9.林達森(20051200)。不同導入訓練歷程之「概念構圖教學法」對國小階段生物能量概念學習與態度影響之實徵研究。高雄師大學報. 自然科學與科技類，19，105-122。  延伸查詢new window
學位論文
1.范瑞東(2005)。概念構圖教學策略對學習成效影響的後設分析(碩士論文)。國立新竹教育大學。  延伸查詢new window
2.李秀娟(1998)。不同教學策略對國中生學習生物的影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.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
4.劉俊庚(2002)。迷思概念與概念改變教學策略之文獻分析--以概念構圖和後設分析模式探討其意涵與影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.蔡天民(2002)。概念構圖對國小學童自然科學習成就、學習態度及概念改變之研究(碩士論文)。臺北市立師範學院，臺北。  延伸查詢new window
6.莊莉君(2009)。國小學習障礙學童運用概念構圖策略進行周長與面積數學解題成效之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
圖書
1.Holley, C. D.、Dansereau, D. F.(1984)。Spatial learning strategies: Techniques, applications, and related issues。New York, NY：Academic Press。  new window
2.Higgins, J. P. T.、Greens, S.(2008)。Cochrane handbook for systematic reviews of interventions。Hoboken, NJ。  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.Shadish, W. R.、Cook, T. D.、Campbell, D. T.(2002)。Experimental and quasi-experimental designs for generalized causal inference。Belmont, MD。  new window
5.Glass, G. V.、McGaw, B.、Smith, M. L.(1981)。Meta-analysis in social research。Beverly Hills, CA：Sage Publications。  new window
6.Hedges, L. V.、Olkin, I.(1985)。Statistical methods for meta-analysis。Academic Press。  new window
7.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
8.Lipsey, Mark W.、Wilson, David B.(2001)。Practical meta-analysis。Sage。  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.Borenstein, Michael、Hedges, Larry V.、Higgins, Julian P. T.、Rothstein, Hannah R.(2009)。Introduction to Meta-Analysis。John Wiley & Sons, Inc.。  new window
12.Buzan, T.(1991)。Use both sides of your brain: New mind-mapping techniques。New York, NY：Plume。  new window
其他
1.Kratochwill, T. R.，Hitchcock, J.，Horner, R. H.，Levin, J. R.，Odom, S. L.，Rindskopf, D. M.，Shadish, W. R.(2010)。Single case designs technical documentation，https://files.eric.ed.gov/fulltext/ED510743.pdf。  new window
2.王聖仁(2006)。整合概念構圖與註記分享之線上摘要寫作學習環境。new window  延伸查詢new window
3.李建億(2003)。概念導引式網際網路學習環境對認知結構影響之研究。new window  延伸查詢new window
4.林日宗(2002)。非傳統教學法對高中生在演化單元學習成效之研究。  延伸查詢new window
5.陳裕隆(2001)。運用概念引導機制支援真實的網路探究學習環境。  延伸查詢new window
6.曾素如(2005)。運用合作式概念構圖於國--學生數學概念學習之研究。  延伸查詢new window
7.黃華山(2005)。網路課程體建構新方法。new window  延伸查詢new window
8.黃寶園(2002)。合作學習對學習效果之影響：統合分析。new window  延伸查詢new window
9.謝進昌(2010)。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。new window  延伸查詢new window
10.謝進昌(2011)。國內教育、心理後設分析研究出版偏誤檢定之實徵分析。new window  延伸查詢new window
11.蘇詩媚(2008)。概念構圖教學對不同學習風格學童在籃球動作技能表現及體育課學習態度之影響。  延伸查詢new window
12.Antman, E. M.(1992)。A comparison of results of meta-analyses of randomized control trials and recommendations of clinical experts: Treatments for myocardial infarction.。  new window
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