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題名：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
書刊名：教育研究集刊
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：2003
卷期：49:1
頁次：頁135-169
主題關鍵詞：概念構圖；教學策略；閱讀理解；Concept mapping；Instructional strategy；Reading comprehension
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(17) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:16
  • 共同引用共同引用:205
  • 點閱點閱:207
本研究透過準實驗教學來探討三種教學策略對小五學生的閱讀理解及概念構圖能力的影響，並計算教學策略效果的關連強度（w2）。研究採3（教學策略）× 2 （高低學業性向）獨立樣本二因子不等組前後測設計，樣本有三個班級共109名學生，隨機分為：繪製概念構圖組、閱讀概念構圖組、傳統教學組 （控制組）。三組皆先施以科學文章理解及概念構圖之前測，經過七週的教學後，均再實施後測。二因子共變數分析結果發現：1. 教學策略與學業性向無交互作用。2. 兩組實驗組的閱讀理解分數均高於控制組，但實驗組之間無差異；教學策略與閱讀理解具有中等之關連強度。3. 繪製概念構圖組的概念構圖能力優於閱讀概念構圖組，而後者又高於控制組；教學策略與概念構圖能力具有強勁之關連強度。4. 高學業性向的學生在前述兩個依變項的表現均優於低學業性向者；性向與依變項僅有微弱的關連強度。
The purpose of this study was to examine the effects of concept mapping instructional strategies on reading comprehension and concept mapping abilities among fifth grade students. Importantly, the strength of association（w2）between independent 　and dependent variables were computed to examine the significance of practical applications. This study was a quasi-experiment with a 3（Instructional Strategies）´ 2 （Aptitude）factorial design. Participants were 109 fifth grade students in 3 intact classes and each class was randomly assigned to a treatment group. All three groups received pretests in reading comprehension and concept mapping abilities as covriates. Posttests were administered after 7 weeks of instruction for 80 minutes per week. Two-way ANCOVA revealed several parallel patterns in the results. As for the results in reading comprehension, there were main effects for instructional strategies and students’ academic aptitudes but no interactions between them. Both experimental groups had higher scores on a reading comprehension test than did the control group. There were no differences between the two experimental groups, however. Students with higher academic aptitudes had higher scores on a reading comprehension test than did those with lower aptitudes. The strength of association between instructional strategies and reading comprehension was at a medium level. Similarly, the results on concept mapping abilities indicated that there were main effects for instructional strategies and students’ academic aptitudes but no interactions between them. The concept-mapping-construction group had higher scores on the concept mapping test than the concept-mapping- reading group and the latter group scored higher than the control group. The strength of association between instructional strategies and concept mapping abilities was high. Additionally, both the strength of association between student aptitudes and reading comprehension and concept mapping abilities were low. Concept mapping instructional strategies appear to be effective and bear enough strengths for classroom instruction.
期刊論文
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6.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
7.Berkowitz, S. J.(1986)。Effects of instruction in text-organization on sixth-grade students' memory for expository reading。Reading Research Quarterly，21，161-178。  new window
8.黃萬居(19930600)。國小學生的概念構圖和自然科學學習成就之研究。臺北市立師範學院學報，24，47-66。  延伸查詢new window
9.全中平(19920600)。國立臺北師範學院非數理系學生對概念圖學習態度之研究。臺北師院學報，5，299-317。  延伸查詢new window
10.黃萬居(19920600)。師範學院學生的概念構圖和化學成就、科學過程技能、邏輯思考能力和性別相關之研究。臺北市立師範學院學報，23，345-356。  延伸查詢new window
11.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
12.Lambiotte, J. G.、Dansereau, D. F.、Cross, D. R.、Reynolds, S. B.(1989)。Multirelational semantic maps。Educational Psychology Review，1(4)，331-367。  new window
13.Kinchin, I. M.、Hay, D. B.、Adams, A.(2000)。How a Qualitative Approach to Concept Map Analysis Can Be Used to Aid Learning By Illustrating Patterns of Conceptual Development。Educational Research，42(1)，43-57。  new window
14.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
15.Noavk, J. D.(1991)。Clarify with concept maps。Science Teacher，58(7)，45-49。  new window
16.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
17.Ault, C. R.(1985)。Concept mapping as a study strategy in earth science。Journal of College Science Teaching，15(1)，38-44。  new window
18.Briscoe, Carol、LaMaster, Sarah Ulerick(1991)。Meaningful learning in college biology through concept mapping。American Biology Teacher，53(4)，214-219。  new window
19.Novak, J. D.(1990)。Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning。Instructional Science，19(1)，29-52。  new window
20.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
21.Boyle, J. R.、Weisharr, M.(1997)。The Effects of Expert-generated versus Student-generated Cognitive Organizers on the Reading Comprehension of Students with Learning Disabilities。Learning Disabilities Research & Practice，12(4)，228-235。  new window
22.Chmielewski, T. L.、Dansereau, F. D.(1998)。Enhancing the recall of text: Knowledge mapping training promotes implicit transfer。Journal of Educational Psychology，90(3)，407-413。  new window
23.Cliburn, J. W., Jr.(1987)。How to do it. Helping students understand physiological interactions: A concept mapping activity。The American Biology Teacher，49，426-427。  new window
24.Guri-Rozenblit, S.(1989)。Effects of a tree diagram on students' comprehension of main ideas in an expository text with multiple themes。Reading Research Quarterly，24，236-247。  new window
25.Mason, C. L.(1992)。Concept mapping: A tool to develop reflective science instruction。Science Education，76(1)，51-63。  new window
26.Novak, J. D.(1980)。Learning theory applied to the biology classroom。The American Biology Teacher，42，280-285。  new window
27.Rewey, K. L.、Dansereau, D. F.、Hall, R. H.、Pitre, U.(1989)。Effects of scripted cooperation and knowledge maps on the recall of technical material。Journal of Educational Psychology，81，604-609。  new window
28.Wilkes, L.、Cooper, K.、Lewin, J.、Batts, J.(1999)。Concept mapping: Promoting science learning in BN learners in Australia。The Journal of Continuing Education in Nursing，30，37-44。  new window
研究報告
1.邱上真、謝兆樞、蔡長添、許松樑(1989)。國中生物科概念「構圖技巧」評量研究。  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.許松樑(1989)。國中生物科概念「構圖技巧」評量研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
3.鄭宇樑(1997)。後設認知閱讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究(碩士論文)。國立台南師範學院，臺南市。  延伸查詢new window
4.林純年(1997)。概念圖對國小學童自我學習科學說明資料之影響(碩士論文)。國立台南師範學院。  延伸查詢new window
5.Hall, R.(1988)。Knowledge maps and the presentation of related information domains(博士論文)。Texas Christian University，Fort Worth, TX。  new window
6.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
7.王薌茹(1994)。概念圖教學在國中生物學習之成效(碩士論文)。國立高雄師範大學。  延伸查詢new window
8.謝真華(1999)。概念構圖教學對國小四年級學童在自然科學習成效之研究(碩士論文)。臺南師範學院，臺南市。  延伸查詢new window
9.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
10.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
11.Brennan, C. A.(1996)。Concept Mapping: An effective instructional strategy in science with kindergarten students，沒有紀錄。  new window
12.Dardis, D. A.(1998)。A comparative study of the effect of student and instructor cognitive mapping on student and achievement attitudes in introductory college biology for nonmajors，沒有紀錄。  new window
圖書
1.Margulies, N.(1991)。Mapping inner space: Learning and teaching mind mapping。Tucson, AZ：Zephyr Press。  new window
2.張春興、林清山(1981)。教育心裡學。臺北：東華書局。  延伸查詢new window
3.吳明隆(1999)。SPSS統計應用實務。台北：松崗。  延伸查詢new window
4.Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。  new window
5.Novak, J. D.(1998)。Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations。Mahwah, New Jersey：Lawrence Erbium Associates。  new window
6.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
7.Ausubel, David Paul(1968)。Educational Psychology: a cognitive view。New York：Holt, Rinehart and Winston, Inc.。  new window
8.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
9.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
10.van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。  new window
11.Anderson, J. R.(1990)。Cognitive psychology and its implications。New York：Freeman and Company。  new window
12.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
13.臺灣省政府教育廳兒童讀物編輯小組(1984)。中華兒童百科全書，第八冊。中華兒童百科全書，第八冊。0。  延伸查詢new window
14.簡茂發、蘇建文、陳淑美(1986)。國小系列學業性向測驗指導手冊。國小系列學業性向測驗指導手冊。臺北。  延伸查詢new window
15.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
16.Vos, J.、Dryden, G.、林麗寬(1997)。學者革命。學者革命。臺北。  延伸查詢new window
其他
1.Seaman, T.(1990)。On the high road to achievement: Cooperative concept mapping，沒有紀錄。  new window
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。  new window
 
 
 
 
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