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題名:
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
書刊名:
師大學報. 教育類
作者:
江淑卿
/
郭生玉
作者(外文):
Jiang, Shwu-ching
/
Kuo, Sheng-yu
出版日期:
1997
卷期:
42
頁次:
頁1-16
主題關鍵詞:
知識結構專家化
;
徑路探測網路
;
概念構圖策略
;
理解能力
;
Knowledge structure
;
Pathfinder network
;
Concept mapping strategies
;
Comprehension ability
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
16
) 博士論文(
5
) 專書(0) 專書論文(0)
排除自我引用:
13
共同引用:0
點閱:26
本研究主要的目的在探討不同學習過程的概念構圖策略,對不同自然科學能力學 生,在促進知識結構專家化和理解能力的效果。本研究採二因子等組後測實驗設計,將 201 位六年級受試,依其在「國中新生自然科學能力測驗」得分,區分為低、中、高三種自然科 學能力學生,再隨機分派至「繪製概念構圖策略」、「閱讀概念構圖策略」、「傳統閱讀策 略」等各組。教學結束一週後,實施「知識結構測驗」,先採用徑路探測網路進行分析,可 獲得三項知識結構指數,再以二因子多變項變異數分析處理。同時實施「理解能力測驗」, 以二因子變異數分析處理。研究結果發現:不同學習過程的概念構圖策略,對促進知識結構 專家化和理解能力的效果,會因學生的自然科學能力不同而有所不同。茲分述如下:(1) 對 高能力學生而言,接受不同學習過程的概念構圖策略,在促進知識結構專家化和理解能力的 效果上,都未能優於傳統閱讀策略。(2) 對中能力學生而言,接受不同學習過程的概念構圖 策略,在促進知識結構專家化和理解能力上,大致比傳統閱讀策略有效。(3) 對低能力學生 而言,接受「閱讀概念構圖策略」,在促進知識結構專家化和理解能力上,都比傳統閱讀策 略有效。接受「繪製概念構圖策略」,在促進知識結構專家上,與傳統閱讀策略沒有差異, 但是在增進理解能力上,比傳統閱讀策略有效。
以文找文
The main purpose of this study was to explore the effect of knowledge structure and comprehension ability by using different learning process of concept mapping strategies with different natural science abilities students. Two-way between-subjects factorial design was used. Two hundred and one six-graders were categorized into low、 middle and high natural science ability based on Science Ability Test for the First Year Junior High School Students. Furthermore, they were randomly assigned into three groups of drawing concept mapping strategy、reading concept mapping strategy and general reading strategy. One week later, the Knowledge Structure Test was conducted and Pathfinder Network was used to obtain three knowledge indices, then Two-way factorial MANOVA was used. Comprehension Ability Test was conducted and two-way factorial ANOVA was used too. Results indicated as follows: The effects of knowledge structure and comprehension ability were obtained based on different learning process of concept mapping strategies with different natural science ability students. (1) Comparing with general reading strategy group, high ability students could not be further promoted knowledge structure and comprehension ability by using different learning process of concept mapping strategies. (2) In most cases, comparing with general reading strategy group, middle ability students could be promoted knowledge structure and comprehension ability by using different learning process of concept mapping strategies (3) With regard to low ability students, knowledge structure and comprehension ability was more effectively promoted by using reading concept mapping strategy instead of general reading strategy. By using drawing concept mapping strategy, knowledge structure was not more effectively promoted, but comprehension ability was more effectively promoted than using general reading strategy.
以文找文
期刊論文
1.
Kinstch, W.、Van Dijk, T. A.(1978)。Towards a model of text comprehension and production。Psychological Review,85,363-394。
2.
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。
3.
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。
4.
Bayman, P.、Mayer, R. E.(1988)。Using conceptual models to teach BASIC computer programming。Journal of Education Psychology,80(3),291-298。
5.
Johnson, P. J.、Goldsmith, T. E.、Teague, K. W.(1994)。Locus of the predictive advantage in pathfinderbased representations of classroom knowledge。Journal of Educational Psychology,86,617-626。
6.
Kintsch, W.(1988)。The role of knowledge in discourses comprehension: A conslruction-integration model。Psychological Review,95,163-182。
7.
Lambiotte, J. B.、Dansereau, D. F.、Cross, D. R.、Reynolds, S. B.(1989)。Multirelational sematic maps。Educational Psychology Review,1,331-367。
8.
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。
9.
Sidow, M. D.、Fox, B. T.(1984)。Effects of training on good and poor readers' use top-level structure。Reading World,23,340-347。
10.
Shavelson, R. J.(1972)。Some aspects of the correspondence between content structure and cognitive structure in physics instruction。Journal of Educational Psychology,63(3),225-234。
研究報告
1.
Armbruster, B. B.、Anderson, T. H.、Ostertag, J.(1986)。Does text structure/summarkation instruction facilitate learning from expository。Urbana, IL:University of Illinois, Center for the Study of Reading。
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。
2.
Hall, R.(1988)。Knowledge maps and the presentation of related information domains(博士論文)。Texas Christian University,Fort Worth, TX。
3.
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(博士論文)。Boston University。
4.
Reese, D. J.(1988)。Effects of training in expository text structure on reading comprehension(博士論文)。University of South Florida。
圖書
1.
Holley, C. D.、Dansereau, D. F.(1984)。Spatial learning strategies: Techniques, applications, and related issues。New York, NY:Academic Press。
2.
Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。
3.
Schvaneveldt, R. W.(1994)。Knowledge network organizing tool (PCKNOT version: 4.2)。Las Cruces, NM:Interlink, Inc.。
4.
Schvaneveldt, R. W.(1990)。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ:Ablex。
5.
Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。
6.
徐享良、曾錦秀(1994)。國中新生自然科學能力測驗:指導手冊。臺北:心理。
延伸查詢
單篇論文
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:Computing Research Laboratory, New Mexico State University。
2.
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)。
圖書論文
1.
Armbruster, B. B.、Anderson, T. H.(1984)。Mapping: Representing informative text diagrammatically。Spatial learning strategies: Techniques, applications, and related issues。New York:Academic Press。
2.
Armbruster, B. B.、Anderson, T. H.(1985)。Frames: Structures for informative texts。The technology of text。Englewood Cliffs, NJ:Educational Technology Publications。
3.
Bower, G. H.(1972)。A selective review of organizational factors in memory。Organization of memory。New York:Academic Press。
4.
Dearholt, D. W.、Schvaneveldt, R. W.(1990)。Properties of Pathfinder networks。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ:Ablex。
5.
Duffy, G. G.、Roehler, L. R.(1989)。Why strategy instruction is so difficult and what we need to do about it。Cognitive strategy research: From basic research to educational applications。New York:Springer-Verlag。
6.
Holley, C. D.、Dansereau, D. F.(1984)。Networking: The technique and the empirical evidence。Spatial learning strategies: Techniques, applications, and related issues。New York:Academic Press。
7.
Tessmer, M.、Jonassen, D. H.(1988)。Learning strategies。The world yearbook of education。London:Kogan Page。
8.
Schvaneveldt, R. W.(1990)。Proximities, networks, and schemata。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ:Ablex。
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