客製化概念圖評量系統之發展與設計

Design of a Customizable Knowledge map Assessment System

高振洲(Chen-Chou Kao)

指導教授 ： 葛煥昭

淡江大學/工學院/資訊工程學系碩士班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.00556

摘要

概念圖是一種結構化的知識表現技術，它包含了概念的節點和連結線，每個節點都表示了它所含帶的知識概念，每條連結線都連結了兩個節點，在連結線上會帶有連接詞來表示兩個概念節點之間的關係，這樣子由兩個概念及連結詞結合而成的集合稱做為「命題」，而一個概念圖就是由這樣子的一個個命題所組合而成。在過去許多的研究文獻中都指出概念圖的有效性和用來評量學生對於知識整體架構的評量的可靠性。

但是，在電腦化教學的現代，在電腦上繪製概念圖來評量卻有著一個問題，就是協助評分機制的不足，許多概念圖繪製的系統只能提供學生繪製，卻沒有協助教師有效分析學生概念圖的功能，所以在本研究中設計了一個客製化的概念圖評量系統和概念圖評分機制，讓老師可以透過這個系統開發不同課程的概念圖評量機制讓學生評量，系統會對於學生所繪製出來的概念圖會加以分析和評分，提供給教師做為了解學生學習程度和認知方向是否錯誤的依據，在接下來的教學活動中可以進行修正和補充。

關鍵字

概念圖 ； 評量系統 ； 客製化 ； 評量分析

並列摘要

A knowledge map is a structural representation, which is consisted of nodes and links. Each node represents a concept in the domain of knowledge. Each link, which connects two nodes, is used to represent the relationship between them; that is, the relationship between the two concepts. Previous literature has shown its validity and reliability of assessing content understanding. But there is lack of computer-based customized-able content understanding assessment system with scoring function. The purpose of this research is to design a feasible content understanding assessment system. The teacher can use the Authoring tool to design the concept map assessment course for different content Then let student use it , The system will analyze and scoring the concept map which make by students ,These information will provide to teacher to understand the content understanding and learning direction of the students , Then revision the teaching strategy in the future.

並列關鍵字

Concept Map ； Assessment system ； Customizable ； assessment analyze

參考文獻

[3] Gomez, R. L., Hadfield, O. D., & Houser, L. D. (1996). Conceptual maps and simulated teaching episodes as indicators of competence in teaching elementary mathematics. Journal of Educational Psychology, 88, 572-585

[4] Goodnough, K., & Robin, L. (2002). Mind mapping: A graphic organizer for the pedagogical toolbox. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans

[6] Novak, J. D. (1990a). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learningful. Instructional Science, 19, 29-52.

[7] Novak, J. D. (1990b). Concept mapping: A useful tool for science education. Jouranl of Research in Science Teaching, 27(10), 937-949.

[8] Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28, 117-153.