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：不同知識表徵建構的學習策略對自然科學習成效之影響
書刊名：科學教育學刊
作者：于富雲 引用關係／陳玉欣
作者(外文)：Yu, Fu-yun／Chen, Yu-shin
出版日期：2007
卷期：15:1
頁次：頁99-118
主題關鍵詞：知識表徵；後設認知策略；概念構圖；摘要；學習策略；Knowledge representation；Metacognitive strategy；Concept mapping；Summarization；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(8) 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:8
  • 共同引用共同引用:31
  • 點閱點閱:292
本研究主要目的在瞭解概念構圖與摘要不同知識表徵建構之學習策略對國小生認知、後設認知策略與自然科學業成就之影響。以臺南市一國小四年級七個班級學生（共計220 名）為研究樣本，配合自然科教學，採不等組前後測實驗控制組設計法，進行連續八週的實驗教學活動。資料分析結果發現，概念組學生在認知策略得分上顯著高於摘要組、控制組和自習組；概念組學生在後設認知策略與學習成就表現上顯著優於控制組和自習組，然而，與控制組和自習組相較，摘要學習策略未對學習有顯著正面的影響；概念構圖、摘要與性別在各依變項上皆無交互作用存在。文末，根據研究結果提出教學實務與未來研究建議。
This study was aimed to examine the relative effects of concept-mapping and summarization learning strategy on improving primary students' science learning achievement, cognitive and metacognitive ability as compared to a self-review and traditional teaching approach (control group). Seven fourth-graders participated for eight consecutive weeks. A non-equivalent pre-posttest controlgroup experiment was conducted. Results indicated that students assigned to the concept-mapping group performed statistically better than those in the other three groups on use of cognitive strategies. Moreover, students assigned to the concept-mapping group performed statistically better than those in the control group on academic achievement and the use of metacognitive strategies. However, summarization learning strategy did not induce such cognitive effects in students as concept-mapping did. Finally, no interaction were observed in any of the measured variables between learning strategy and gender. Suggestions for classroom teachers and future studies were proposed.
期刊論文
1.Jitendra, A.、Hoppes, M.、Xin, Y.(2000)。Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction。The Journal of Special Education，34(3)，127-139。  new window
2.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing text: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
3.Gajria, M.、Salvia, J.(1992)。The Effects of Summarization Instruction on Text Comprehension of Students with Learning Disabilities。Exceptional Children，58(6)，508-517。  new window
4.Hyde, J. S.、Linn, M. C.(1988)。Gender Differences in Verbal Ability: A Meta-analysis。Psychological Bulletin，104(1)，53-69。  new window
5.黃瓊儀(20040800)。不同閱讀理解策略教學對國小閱讀理解障礙學生教學成效之個案研究。初等教育學刊，18，243-288。new window  延伸查詢new window
6.Kinchin, I.、Hay, D.(2005)。Using Concept Maps to Optimize the Composition of Collaborative Student Groups: A Pilot Study。Journal of Advanced Nursing，51(2)，182-187。  new window
7.Donald, S.、Barbara, Y.、Snead, D.、Young, B.(2003)。Using Concept Mapping to Aid African American Students' Understanding in Middle Grade Science。The Journal of Negro Education，72(3)，333-337。  new window
8.Williams, J. P.(1988)。Identifying Main Ideas: A Basic Aspect of Reading Comprehension。Topics in Language Disorders，8(3)，1-13。  new window
9.Freeman, L. A.,、Jessup, L. M.(2004)。The power and benefits of concept mapping:Measuring use, usefulness, ease of use, and satisfaction。International Journal of Science Education，26(2)，151-169。  new window
10.Hsu, L.-L.(2004)。Developing Concept Maps from Problem-based Learning Scenario Discussions。Journal of Advanced Nursing，48(5)，510-518。  new window
11.Hidi, S.、Anderson, V.(1986)。Producing written summaries: Task demands, cognitive operations, and implications for instruction。Review of Educational Research，56(4)，473-542。  new window
12.Brown, A. L.、Day, J. D.、Jones, R. S.(1983)。The development of plans for summarizing texts。Child Development，54(4)，968-979。  new window
13.Malone, L. D.、Mastropieri, M. A.(1992)。Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities。Expectional Children，58(3)，270-279。  new window
14.Hare, V. C.、Borchardt, K. M.(1984)。Direct instruction of summarization skills。Reading Research Quarterly，20(1)，62-78。  new window
15.Hidi, S.、Anderson, V.(1988)。Teaching Students to Summarize。Educational Leadership，46(4)，26-28。  new window
16.吳裕聖、曾玉村(20030300)。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。教育研究集刊，49(1)，135-169。new window  延伸查詢new window
17.陳嘉成、余民寧(19981100)。以概念構圖為學習策略之教學對自然科學習的促進效果之研究。國立政治大學學報，77，201-235。  延伸查詢new window
18.Linn, Marcia C.、Petersen, Anne C.(1985)。Emergence and characterization of sex differences in spatial ability: A meta-analysis。Child Development，56(6)，1479-1498。  new window
19.許正妹、張奕華(20011200)。以Inspiration軟體建立概念圖及其在教學上之應用。教學科技與媒體，58，67-79。new window  延伸查詢new window
20.Chang, K.-E.、Sung, Y.-T.、Chen, I.-D.(2002)。The effect of concept mapping to enhance text comprehension and summarization。Journal of Experimental Education，71(1)，5-23。  new window
21.Coffey, J. W.(2004)。Facilitating Idea Generation and Decision-making with Concept Maps。Journal of Information & Knowledge Management，3(2)，179-192。  new window
22.Laight, D. W.(2004)。Attitudes to Concept Maps as a Teaching/Learning Activity in Undergraduate Health Professional Education: Influence of Preferred Learning Style。Medical Teacher，26(3)，229-233。  new window
23.Raths, J.(1987)。Enhancing Understanding through Debriefing。Educational Leadership，45(2)，24-27。  new window
24.Kintsch, E.(1990)。Macroprocesses and Microprocesses in the Development of Summarization Skill。Cognition and Instruction，7(3)，161-195。  new window
25.Novak, J. D.(2005)。Results and Implications of a 12-year Longitudinal Study of Science Concept Learning。Research in Science Education，35(1)，23-40。  new window
26.Slotte, V.、Lonka, K.(1999)。Spontaneous Concept Maps Aiding the Understanding of Scientific Concepts。International Journal of Science Education，21(5)，515-531。  new window
會議論文
1.BouJaoude, S.、Attieh, M.(2003)。The Effect of Using Concept Maps as Student Tools on Achievement in Chemistry。Annual Meeting of the National Association for Research in Science Teaching。Philadelphia, PA。  new window
研究報告
1.程炳林(2001)。中學生自我調整學習之研究（2/2）。0。  延伸查詢new window
學位論文
1.張雅萍(2000)。摘要策略對網路化學習成效之研究(碩士論文)。國立台灣師範大學，臺北市。  延伸查詢new window
2.吳裕聖(2001)。概念構圖教學策略對國小五年級學生科學文章閱讀理解及概念構圖能力之影響(碩士論文)。國立中正大學，嘉義縣。  延伸查詢new window
3.洪琮琪(2002)。網路出題與合作學習對學習成效之影響(碩士論文)。國立成功大學。  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.陳櫻代(1999)。概念構圖策略促進閱讀理解能力之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.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
圖書
1.陳李綢(1996)。認知發展與輔導。台北市：心理。  延伸查詢new window
2.葛樹人(1991)。心理測驗學。臺北：桂冠圖書。  延伸查詢new window
3.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
4.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
5.Maccoby, Eleanor E.、Jacklin, Carol N.(1974)。The Psychology of Sex Differences。Stanford University Press。  new window
6.國立臺灣師範大學特殊教育中心(2000)。綜合學業性向測驗編制報告。綜合學業性向測驗編制報告。臺北市。  延伸查詢new window
單篇論文
1.Cakir, O. S.，Uzuntiryaki, E.，Geban, O.(2002)。Contribution of Conceptual Change Texts and Concept Mapping to Students' Understanding of Acids and Bases(ED 464832)。  new window
圖書論文
1.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
2.Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
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：676（臺灣：670，外國：6） ／ 本年度總使用人次：1931025 ／ 訪客人次（自102年09月）：67728894
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