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題名：合作學習式概念構圖在國小自然科教學之成效研究
書刊名：教育與心理研究
作者：陳嘉成 引用關係
作者(外文)：Chen, Chia-cheng
出版日期：1998
卷期：21(上)
頁次：頁107-128
主題關鍵詞：合作學習式概念構圖；概念圖；後設學習策略；Collaborative concept mapping；Concept mapping；Meta-learning strategy
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(15) 博士論文(6) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:180
  • 點閱點閱:46
　　　　　根據研究顯示，概念構圖已經成為一種可以幫助學生進行有意義學習的教學法和 後設學習工具。因為透過概念構圖的表徵，學生可以有意識地將既有的知識與新的概念結合 。雖然許多研究都支持概念構圖在教學上的成果，但是並非所有的結果都是顯著的。研究者 認為原因在於：一個有用的教學法帶給教師的啟示，絕不只是在於重新模仿一遍而已，教學 者必須清楚教學法之所以奏效的機制，才能發揮效果。 因此筆者以合作學習式概念構圖為教學法，及 102 名小學生為樣本進行研究。 結果顯示： 合作學習式概念構圖在提昇受試者的「高層次思考」有顯著的效果，文末並當前的科學教育 的教學提出一些建議。
　　　　　Concept mapping has become increasingly useful as an instructional and meta-learning tool to facilitate meaningful learning that results when students consciously and explicitly tie new concepts to relevant knowledge they already possess. Much research has provided us with generally positive findings regarding the facilitating effect of concept mapping on learning, but not all studies show a significant difference in student achievement. It is believed that the implication of a useful instructon method for teachers is not only to replicate it once more, but also understand what mechanism makes it works. This study was conducted by a quasiexperiment to verify the facilitating effect of collaborative concept mapping with 120 elementary school students. The results indicated that the experimental group (only collaborative learning group ） was better than the control group in the high level cognitive test. Finally, the researcher proposes suggestions which were used in the instruction of science education.
期刊論文
1.Novak, J.、Edmondson, K. M.(1993)。The interplay of science epistemological view learning strategies and attitudes of college students。The Journal Research of Science Education，30(6)，547-559。  new window
2.Markham, K. M.、Mintzes, J. J.、Jones, M. G.(1994)。The concept as a research and evaluation tool: Further evidence of validity。Journal of Research in Science Teaching，31，91-101。  new window
3.Heinze-Fry, J. A.、Novak, J. D.(1990)。Concept mapping brings long-term movement toward meaningful learning。Science Education，74(4)，461-472。  new window
4.余民寧、陳嘉成(19961000)。概念構圖：另一種評量方法。國立政治大學學報，73(上)，161-200。  延伸查詢new window
5.邱美虹(19940400)。高層次思考能力與學科學習。科學教育，169，20-34。  延伸查詢new window
6.Roychoudhury, A.、Roth, W. M.(1993)。The Concept Map as a Tool for the Collaborative Construction of Knowledge: A Microanalysis of High School Physics Students。Journal of Research in Science Teaching，30(5)，503-534。  new window
7.Schmid, Richard F.、Telaro, Giovanni(1990)。Concept Mapping as an Instructional Strategy for High School Biology。Journal of Educational Research，84(2)，78-85。  new window
8.Webb, N. M.(1984)。Sex differences in interaction and achievement in cooperative small groups。Journal of Educational Psychology，76，211-224。  new window
9.Bransford, J. D. M.、Johnson, M. K.(1972)。Contextual prerequisites for understanding: Some investigations of comprehension and recall。Journal of Verbal Learning and Verbal Behavior，11，717-726。  new window
10.Roth, Wolff-Michael、Roychoudhury, Anita(1992)。The Social Construction of Scientific Concepts or the Concept Map as Conscription Device and Tool for Social Thinking in High School Science。Science Education，76(5)，531-557。  new window
11.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
12.Novak, Joseph D.、Bob Gowin, D.、Johansen, Gerard T.(1983)。The use of concept mapping and knowledge vee mapping with junior high school science students。Science Education，67(5)，625-645。  new window
13.余民寧、陳嘉成、潘雅芳(19960100)。概念構圖法在測驗教學上的應用。測驗年刊，43，195-212。new window  延伸查詢new window
14.Novak, Joseph D.(1990)。Concept mapping: A useful tool for science education。Journal of Research in Science Teaching，27(10)，937-949。  new window
15.Novak, J. D.(1990)。Concept map and Vee diagrams: Two metacognitive tools to facilitate meaningful learning。Instructional Science，19，29-52。  new window
16.Okebukola, Peter Akinsola、Jegede, Olugbemiro J.(1988)。Cognitive preference and learning mode as determinants of meaningful learning through concept mapping。Science Education，72(4)，489-500。  new window
會議論文
1.黃萬居(1993)。概念構圖與國小自然科學教學。國小數理科教育學術研討會。臺東：國立臺東師範學院。  延伸查詢new window
2.陳嘉成(1997)。後設學習策略--概念構醒學習法之應用與理論基礎。八十六學年度教育學術研討會。  延伸查詢new window
3.周立勳(1995)。合作學習的發展趨勢及其對改進班級教學的含意。邁向二十一世紀我國中小學課程革新與發展趨勢學術研討會。  延伸查詢new window
研究報告
1.全中平(1993)。國民小學五年級學生對力與動概念之分析研究 (計畫編號：NSC81-0111-S-152-502-N)。  延伸查詢new window
學位論文
1.Cardemone, P. E.(1975)。Concept mapping: A technique of analyzing a discipline and its use in the curriculum and instruction in a portion of college level mathematics skills course(碩士論文)。Cornell University。  new window
2.陳嘉成(1997)。以概念構圖為學習策略之教學對小學生自然科學習之成效結果(碩士論文)。國立政治大學，台北市。  延伸查詢new window
圖書
1.王美芬、熊召弟(1994)。國民小學自然科教材教法。臺北：心理。  延伸查詢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.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
4.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
單篇論文
1.Naidu, Som(1990)。Concept mapping: Student workbook(ED 329247)。  new window
其他
1.黃達三(1995)。概念作為前置組織因子的生物教學研究（八十四年度師範院校教育學術論文發表會 ），屛東：國立屏東師範學院。  延伸查詢new window
 
 
 
 
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