運用概念構圖於國小六年級學生動物繁殖概念學習之研究

本研究之目的，係運用概念構圖策略於國小自然與生活科技教學，探討國小六年級學生對動物繁殖概念的科學學習成效。研究方法採用準實驗研究法，研究對象為國小六年級的學生65人。教學單元為國小六年級的「生物的繁殖」單元，實驗組接受概念構圖策略教學，對照組依教科書之教學指引的教學策略進行一般教學。研究工具，包括：雙層次成就測驗和科學態度量表。另外輔以學習單和概念圖，以探討學生學習歷程的科學理解與想法。研究結果發現，包括：（1）實驗組學生成就測驗的後測得分顯著高於對照組。（2）實驗組學生科學態度量表的後測得分顯著優於對照組。（3）概念圖分析發現，概念構圖策略有助於增進實驗組學生對動物繁殖概念的理解。研究結果顯示，概念構圖策略確實有助於提昇國小六年級學生對動物繁殖概念的科學學習成效。

關鍵字

自然保育；科學概念；科學態度；動物繁殖；概念構圖

並列摘要

The major purpose of this study was to explore the effectiveness of concept mapping strategies for 6^(th) grade science students learning the concept of animal reproduction. A quasi-experimental design was used with two classes. One class was assigned as the experimental group, and the other was the control group. Pupils in the experimental group were given science teaching which integrated concept mapping strategies into a unit on animal reproduction, while the control group experienced the original curriculum without mapping strategies during the same period. Two research instruments were used in this study, including a two-tiered science achievement test and a scale of attitudes toward science. In addition, qualitative data, such as concept maps and study sheets, were collected to determine the effectiveness of students’ learning in the experimental group. The results of this study showed that the experimental group achieved higher scores than the control group in the two-tier science achievement test on animal reproduction. The experimental group also displayed higher scores than the control group in the scale of attitudes toward science. Data from the concept maps also revealed that pupils in the experimental group achieved a better understanding of the concepts of animal reproduction. These results indicate that science teaching integrated with concept mapping strategies can have a significant influence on elementary school 6^(th) graders.

並列關鍵字

animal reproduction ； attitudes toward science ； concept mapping ； natural conservation ； scientific concepts

國際替代計量

運用概念構圖於國小六年級學生動物繁殖概念學習之研究

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