不同知識表徵建構的學習策略對自然科學習成效之影響

Effects of Learning Strategies of Different Knowledge Representation on Science Learning

于富雲(Fu-Yun Yu) ； 陳玉欣(Yu-Shin Chen)

《科學教育學刊》 15卷1期 (2007/02) Pp. 99-118

https://doi.org/10.6173/CJSE.2007.1501.05

摘要

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。以台南市－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。

關鍵字

知識表徵 ； 後設認知策略 ； 概念構圖 ； 摘要 ； 學習策略

並列摘要

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 control-group 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.

並列關鍵字

Knowledge Representation ； Metacognitive Strategy ； Concept Mapping ； Summarization ； Learning Strategy

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