- 學位論文
國小學童認知結構發展分析：以探究式教學為例
The development of cognitive structures for elementary school students: An experimental study of inquiry-oriented instruction
若您是本文的作者，可授權文章由華藝線上圖書館中協助推廣。
摘要
Understanding how people think, organize and develop knowledge is an important issue for educational researchers. Recently, relevant research revealed the connections between cognitive structures and information processing strategies. The research of metacognition also indicated that the metacognition was related to individual’s learning outcomes. Moreover, it revealed that the relationship between metacognition and information processing was significant. This study tried to explore the development of cognitive structure, including the indicators of extent and richness. Besides, the application of metacognitive regulation strategies, including selecting, short-term maintaining, long-term maintaining, updating and rerouting, were explored. Additionally, the usage of information processing strategies, including defining, describing, comparing, conditional inferring and explaining, were also investigated. This study also investigated the effect of instructional modes in these indicators. Besides, this study also tried to construct a convenient questionnaire, Pupils MetaCognition Scale (PMCS), for understanding pupils’ metacognition. This study interviewed 110 Taiwanese elementary students (the sixth graders), who came from four different classes. Two classes were categorized into an experimental group (inquiry instructional mode, n=54) and two classes were categorized into a control group (traditional instructional mode, n=56). According to students’ science achievement, each group of students was categorized into three different achiever groups, including the high achiever group, the middle achiever group and the low achiever group. The interaction between instructional modes and different achiever groups was presented. Data collection covered three different units, including bicycle unit, rust-proof and decay-proof unit, and energy and eco-conservation. The role of knowledge domain was also discussed in this study. The result revealed that the PMCS outcomes were related to the cognitive structure, metacognitive regulation strategies and information processing strategies. The PMCS questionnaire provided a convenient tool in the exploration of metacognition. Besides, the finding also revealed that the flow map method could be extended its potential function and offered for further applications. Besides, this study revealed that the relationship between information processing and metacognitive regulation was significant. This study suggested that the inquiry instructional mode could enhance students’ application of higher-rank strategies in learning, including updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The finding indicated that different achiever groups used different strategies in learning. The high achievers outperformed in higher-order strategies, including richness, updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The middle achievers used the strategies more frequently than the low achievers; for example, extent, selecting and long-term maintaining. Moreover, it revealed that the interaction between instructional modes and achievement was significant in the indicator, including richness, short-term maintaining strategy and rerouting strategy, especially for the high achievers. This study also explored the role of knowledge domain. According to the findings, it revealed that the effect of knowledge domain was significant across all twelve indicators. The content of instructional activities would influence the connections between prior knowledge and scientific knowledge. The findings also highlighted the importance of prior knowledge. The interaction between knowledge domain and achievement was significant in higher-rank strategies, including richness, updating, rerouting, conditional inferring and explaining. The findings suggested that the students’ learning outcomes mainly depended on students’ academic achievement, application of metacognitive regulation strategies and information processing strategies. It also revealed that different instructional modes, knowledge domain and content of instructional activities influenced students’ performance on their cognitive structures, the usage of metacognitive regulation strategies, and information processing strategies.
並列摘要
Understanding how people think, organize and develop knowledge is an important issue for educational researchers. Recently, relevant research revealed the connections between cognitive structures and information processing strategies. The research of metacognition also indicated that the metacognition was related to individual’s learning outcomes. Moreover, it revealed that the relationship between metacognition and information processing was significant. This study tried to explore the development of cognitive structure, including the indicators of extent and richness. Besides, the application of metacognitive regulation strategies, including selecting, short-term maintaining, long-term maintaining, updating and rerouting, were explored. Additionally, the usage of information processing strategies, including defining, describing, comparing, conditional inferring and explaining, were also investigated. This study also investigated the effect of instructional modes in these indicators. Besides, this study also tried to construct a convenient questionnaire, Pupils MetaCognition Scale (PMCS), for understanding pupils’ metacognition. This study interviewed 110 Taiwanese elementary students (the sixth graders), who came from four different classes. Two classes were categorized into an experimental group (inquiry instructional mode, n=54) and two classes were categorized into a control group (traditional instructional mode, n=56). According to students’ science achievement, each group of students was categorized into three different achiever groups, including the high achiever group, the middle achiever group and the low achiever group. The interaction between instructional modes and different achiever groups was presented. Data collection covered three different units, including bicycle unit, rust-proof and decay-proof unit, and energy and eco-conservation. The role of knowledge domain was also discussed in this study. The result revealed that the PMCS outcomes were related to the cognitive structure, metacognitive regulation strategies and information processing strategies. The PMCS questionnaire provided a convenient tool in the exploration of metacognition. Besides, the finding also revealed that the flow map method could be extended its potential function and offered for further applications. Besides, this study revealed that the relationship between information processing and metacognitive regulation was significant. This study suggested that the inquiry instructional mode could enhance students’ application of higher-rank strategies in learning, including updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The finding indicated that different achiever groups used different strategies in learning. The high achievers outperformed in higher-order strategies, including richness, updating strategy, rerouting strategy, conditional inferring strategy and explaining strategy. The middle achievers used the strategies more frequently than the low achievers; for example, extent, selecting and long-term maintaining. Moreover, it revealed that the interaction between instructional modes and achievement was significant in the indicator, including richness, short-term maintaining strategy and rerouting strategy, especially for the high achievers. This study also explored the role of knowledge domain. According to the findings, it revealed that the effect of knowledge domain was significant across all twelve indicators. The content of instructional activities would influence the connections between prior knowledge and scientific knowledge. The findings also highlighted the importance of prior knowledge. The interaction between knowledge domain and achievement was significant in higher-rank strategies, including richness, updating, rerouting, conditional inferring and explaining. The findings suggested that the students’ learning outcomes mainly depended on students’ academic achievement, application of metacognitive regulation strategies and information processing strategies. It also revealed that different instructional modes, knowledge domain and content of instructional activities influenced students’ performance on their cognitive structures, the usage of metacognitive regulation strategies, and information processing strategies.
參考文獻
Alaiyemola, F. F., Jegede, O. J., & Okebukola, P. A. O. (1990). The effect of a metacognitive strategy of instruction on the anxiety level of students in science classes. International Journal of Science Education, 12, 95-99.
Alloway, T. P., Gathercole, S. E., Willis, G., & Adams, A. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85-106.
Anderson, J. (1983). Retrieval of information from long-term memory. Science, 220, 25-30.
Anderson, O. R. (1997). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 81, 96-89.
Anderson, O. R., & Demetrius, O. J. (1993). A flow-map method of representing cognitive structure based on respondents' narrative using science content. Journal of Research in Science Teaching, 30, 953-969.
延伸閱讀
- 謝曜任（2005）。國小兒童偏差行為與其學校經驗相關之初探研究。高應科大人文社會科學學報，2()，249-271。https://doi.org/10.29888/KUASJHSS.200507.0013
- 洪碧霞、邱上真、葉千綺、林素微（2000）。國小學童國語文能力成長組型之探討。測驗年刊，47(1)，1-25。https://www.airitilibrary.com/Article/Detail?DocID=16094905-200001-47-1-1-25-a
- 蘇育任（1993）。「兒童的科學」研究之沿革與其對國小自然科教學之啟示。初等教育研究集刊，(1)，91-104。https://doi.org/10.7038/BREEB.199306_(1).0006
- 于富雲、陳玉欣（2008）。The Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance。教育心理學報，39()，83-104。https://www.airitilibrary.com/Article/Detail?DocID=10115714-200802-201312250003-201312250003-83-104
- 黃淑苹（2019）。The Effects of Cognitive and Metacognitive Strategy on Mathematical Problem Solving of Elementary School Students with Learning Disabilities〔碩士論文，中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201900045