臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：知識結構的測量：徑路搜尋法與概念構圖法的比較
書刊名：教育心理學報
作者：宋德忠／林世華／陳淑芬／張國恩 引用關係
作者(外文)：Sung, Teh-chung／Lin, Shih-hwa／Chen, Shu-fen／Chang, Kuo-en
出版日期：1998
卷期：30:2
頁次：頁123-142
主題關鍵詞：知識結構測量；徑路搜尋；概念構圖；Structural knowledge assessment；Pathfinder；Concept mapping
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(20) 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:20
  • 共同引用共同引用:215
  • 點閱點閱:61
　　　　　徑路搜尋法(Pathfinder)是近年來應用十分廣泛的知識結構測量方法，概念構圖法 (concept mapping)則是理論基礎十分完備的教學和評量策略。本研究嘗試將概念構圖法中「引 出知識」和「表徵知識結構」的步驟、徑路搜尋法中的知識結構評量算則(C指數)以及Novak ＆ Gowin(1984）的概念構圖計分法等加以結合，設計出概念構圖相似指數(CMC)及Novak- Gowin指數(N-G)。本研究以153名大學生為對象，以教育心理學的「學習理論」為材料， 評估概念構圖法的兩個知識結構指數CMC及N-G，和徑路搜尋法的兩個知識結構指數PFC 及PRX，對學習成就的預測效果、對不同成就學生的區別效果、與各指數的重疊與獨立性。 結果有以下的發現：1.以徑路搜尋法求得的知識結構指數對學習成就的解釋量，PFC為36 ﹪，PRX為16﹪；以概念構圖法求得的兩個指數對學習成就的解釋量，CMC為36﹪，N- G為23﹪。兩種測量方法所提供的知識結構指數具有可接受的預測效度。2.應用四種知識結 構指數，PFC、PRX、CMC及N-G來區分不同學習成就的學生時，PRX並沒有顯著的區別 力。但PFC，CMC及N-G等三種指數可以有效地區別不同學習成就的學生，準確性達80%。 3.藉由不同的引出知識、表徵知識結構和評量知識結構等步驟求出的PFC，CMC和N-G指 數，彼此間具有中度的相關。以淨相關分析排除某一指數的影響效果後，其他兩種指數仍能 維持與學習成就的顯著相關。可見以不同方法求得的知識結構指數彼此有其獨立的成分存 在，未必為其他指數的成份所能涵括。
　　　　　Pathfinder is a widely applied method for structural knowledge assessment. Concept mapping is a theory-based strategy of instruction and evaluation. In this study, we combined the 'knowledge elicitation' and 'knowledge representation' procedures of concept mapping, the knowledge-structure evaluation algorithms of Pathfinder, and the scoring rubrics of concept mapping proposed by Novak & Gowin(1984) to implement two indices for assessing structural knowledge— the concept mapping based closeness index(CMC) and the Novak-Gowin index(N-G). To explore the predictive and discriminant validities of CMC, N-G, the PFC and PRX indices obtained from Pathfinder, and the possible redundancy among them, 153 college students' concept maps and similarity judgement data of 31 concepts from the 'learning theories', and their achievement scores of educational psychology, were collected. The results showed：1.All the four indices were significantly correlated to the achievement score of educational psychology. The PFC, PRX, CMC, and N-G accounted for 36%, 16%, 36%, and 23% of the variances of the achievement score, respectively. 2. The results of discriminant analysis showed that the PFC, CMC, and N-G, indices correctly discriminated 80% of the group memberships of the students of the high- or low achievement groups. Yet the PRX was excluded from the discriminant function. 3.The PFC, CMC, and N-G indices, though elicited and computed through different procedures, correlated significantly with each other. The result of partial correlation showed that when the influence of any index was controlled, the other indices were still correlated significantly with the achievement score. Therefore, though there might be redundant components among those indices, they did remain their own unique components.
期刊論文
1.Shepard, R. N.、Chipman, S.(1970)。Second-order isomorphism of internal representation: Shapes of states。Cognitive Psychology，1，1-17。  new window
2.Glaser, R.、Bassok, M.(1989)。Learning theory and the study of Instruction。Annual Review of Psychology，40，631-666。  new window
3.Beyerhach, B. A.、Smith, J. M.(1990)。Using Computerized Concept Mapping Program to Assess Teacher's Thinking About Effective Teaching。Journal of Research in Science Teaching，27(10)，961-971。  new window
4.Herl, Howard E.、Baker, E.、Niemi, D.(1996)。Construct Validation of an Approach to Modeling Cognitive Structure of U.S. History Knowledge。Journal of Education Research，89(4)，213-230。  new window
5.Goldsmith, T. E.、Johnson, P. J.、Acton, W. H.(1991)。Assessing structural knowledge。Journal of Educational Psychology，83(1)，88-96。  new window
6.宋德忠、林清山(19970600)。分佈表徵記憶與語言間翻譯促發效果。中華心理學刊，39(1)，1-19。new window  延伸查詢new window
7.Johnson, P. J.、Goldsmith, T. E.、Teague, K. W.(1994)。Locus of the predictive advantage in pathfinder based representation of classroom knowledge。Journal of Educational Psychology，86，617-626。  new window
8.Markham, K. M.、Mintzes, J. J.、Jones, M. G.(1994)。The concept map as a research and evaluation tool: Further evidence of validity。Journal of Research in Science Teaching，31，91-104。  new window
9.Nakhleh, M.、Krajcik, J. S.(1994)。Influence of levels of information as presented by different technologies on students' understanding of acid, base, and PH concepts。Journal of Research in Science Teaching，31，1077-1096。  new window
10.Tversky, A.、Hutchinson, J. W.(1986)。Nearest neighbor analysis of psychological space。Psychological Review，93，3-22。  new window
11.宋德忠、陳淑芬、張國恩(19980700)。電腦化概念構圖系統在知識結構測量上的應用。測驗年刊，45(2)，37-56。new window  延伸查詢new window
12.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
13.Beyerbach, B. A.(1988)。Development of a technical vocabulary: Preservice teacher's concept maps。Teaching and Teacher Education，4，339-347。  new window
14.Collins, A. M.、Loftus, E. F.(1975)。A spreading-activation theory of semantic processing。Psychological Review，82(6)，407-428。  new window
15.Diekhoff, G. M.、Dickhoff, K. B.(1982)。Cognitive maps as a tool in communicating structural knowledge。Educational Technology，22(4)，28-30。  new window
16.Gomez, Rebecca L.、Hadfield, O. D.、Housner, Lynn D.(1996)。Conceptual maps and simulated teaching episodes as indicators of competence in teaching elementary mathematics。Journal of Educational Psychology，88(1)，572-585。  new window
17.Gonzalvo, P.、Cañas, J. J.、Bajo, M. T.(1994)。Structural representations in knowledge acquisition。Journal of Educational Psychology，86，601-616。  new window
18.Noavk, J. D.(1991)。Clarify with concept maps。Science Teacher，58(7)，45-49。  new window
19.Royer, J. M.、Cisero, C. A.、Carlo, M. S.(1993)。Techniques and procedures for assessing cognitive skills。Review of Educational Research，63，201-243。  new window
20.Rumelhart, D. E.、McClelland, J. L.(1985)。Distributed Memory Representation。Journal of Experimental Psychology, General，25，1-75。  new window
21.Shepard, R. N.(1962)。The analysis of proximities: Multidimensional scaling with an unknown distance function。Psychometrika，27，125-140+219-246。  new window
22.Ruiz-Primo, Maria Araceli、Shavelson, Richard J.(1996)。Problems and issues in the use of concept maps in science assessment。Journal of Research in Science Teaching，33(6)，569-600。  new window
23.Snow, R. E.、Swanson, J.(1992)。Instructional psychology: Aptitude, adaptation, and assessment。Annual Review of Psychology，43(1)，583-626。  new window
24.邱上真(19890600)。知識結構的評量：概念構圖技巧的發展與試用。特殊教育學報，4，215-244。new window  延伸查詢new window
25.Novak, J. D.(1990)。Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning。Instructional Science，19(1)，29-52。  new window
26.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
研究報告
1.張國恩、陳世旺、宋德忠(1997)。電腦化概念構圖在科學教育的應用 (計畫編號：NSC87-2511-S-003-042)。  延伸查詢new window
2.張國恩、陳世旺、宋德忠(1998)。電腦化概念構圖在科學教育的應用 (計畫編號：NSC88-2520-S-003-003)。  延伸查詢new window
3.黃台珠(1994)。概念圖在國中生物教學上的成效研究 (計畫編號：NSC83-0111-S-017-015)。  延伸查詢new window
4.黃台珠(1995)。概念圖在國中生物教學上的成效研究 (計畫編號：NSC84-2511-S-017-003)。  延伸查詢new window
5.Anderson, T. H.、Huang, Shang-cheng Chiu(1989)。On using concept maps to assess the comprehension effects of reading expository text。University of Illinois at Urbana Champagne。  new window
學位論文
1.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
圖書
1.Nichols, P. D.、Chipman, S. F.、Brennan, R. L.(1995)。Cognitively diagnostic assessment。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Anderson, J. R.(1995)。Cognitive psychology and it's implication。New York：Freeman and Company。  new window
3.Schvaneveldt, R. W.(1990)。Pathfinder Associative Networks: Studies in Knowledge Organization。Norwood, NJ：Ablex。  new window
4.Schvaneveldt, R. W.(1994)。Knowledge network organizing tool (PCKNOT version: 4.2)。Las Cruces, NM：Interlink, Inc.。  new window
5.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
6.Anderson, John Robert(1983)。The architecture of cognition。Cambridge, MA：Harvard University Press。  new window
7.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
圖書論文
1.Frederiksen, J. R.、White, B. T.(1990)。Intelligent tutors as intelligent testers。Diagnostic monitoring of skill and knowledge acquisition。Hillsdale, NJ：Lawrence Erlbaum Associations。  new window
2.Schvaneveldt, R. W.、Durso, F. S.、Dearholt, D. W.(1989)。Network structures in proximity data。The psychology of learning and motivation。Academic。  new window
3.Chang, K. E.、Chen, S. F.、Sung, T. C.(1998)。Concept mapping with scaffolding learning and assessment。Computers & Education。  new window
4.Chi, M. T. H.、Glaser, R.、Rees, E.(1982)。Expertise in problem solving。Advances in the psychology of human intelligence。Hillsdale, NJ：Erlbaum。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：967（臺灣：956，外國：11） ／ 本年度總使用人次：2446764 ／ 訪客人次（自102年09月）：68244142
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上