概念構圖教學在國民中學地理科應用之研究

The Study on Concept Mapping Teaching Application on Geography in Junior High School.

顏至瑩

指導教授 ： 游進年

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2011年)

摘要

本研究旨在探討概念構圖教學對學生地理科學習成效、學習動機與學習態度的影響。本研究採準實驗研究法，透過不等組前後測實驗設計，以六週時間進行概念構圖教學實驗，研究對象為臺北市大德國中八年級兩個班學生，分成實驗組37人、控制組35人，每組再區分成高、中、低不同學習成就群，以便進一步探討概念構圖對哪一種成就群的學生有較大的影響。最後藉由教學後實驗組學生所填寫的概念構圖教學感受問卷，了解學生對概念構圖的感受與評價。
本研究所採用的研究工具有：地理科學業成就測驗、地理科學習狀況問卷等。所蒐集之資料以次數分配、百分比、平均數、標準差、共變數分析等統計方法加以處理與分析。本研究結果發現如下：
一、概念構圖教學能提升學生地理科整體學習成效。
二、概念構圖教學對高、中、低不同成就群學生的地理學習成效影響，以增進中、低分成就群學生的地理科學習成效，達顯著差異。
三、概念構圖教學對於學生的學習動機沒有顯著提升的效果。
四、概念構圖教學能促使學生的學習態度更加正向。
五、實驗組學生對概念構圖教學持正向肯定的態度。
根據結論，本研究分別對國中教師、學校行政、教育行政機關、未來研究者提出建議，以供參考。

關鍵字

概念構圖教學 ； 學習成效 ； 學習動機 ； 學習態度

並列摘要

This study was aimed to explore the effect of concept mapping teaching approach on the learning outcome, learning motivation and learning attitude of junior high school students’ geography. Both quasi-experimental research method and nonequivalent pretest-posttest design were administered to collect data by conducting a six-week concept mapping teaching experiment with two classes of eighth-grade students at Taipei Municipal DAI-DE Junior High School. The participants were divided into the experimental group (37) and the control group (35), and each group was further grouped into high, middle and low learning achievement subgroups to explore the effect of concept mapping on these different groups. Last, questionnaires were filled out by the experimental group to investigate the students’ reception to and evaluation of concept mapping teaching approach.
The research tools used included the learning achievement tests and questionnaires. The data collected were processed and analyzed with statistical methods including frequency distribution, percentage, mean, standard deviation, and ANCOVA. The conclusions were as follows:
1.Concept mapping teaching approach could enhance the learning outcome of junior high school students learning geography.
2.Among the high, middle and low learning achievement groups, concept mapping teaching approach enhanced the learning outcome in middle and low learning achievement groups to a statistically significant level.
3.Concept mapping teaching approach had no significant effect on enhancing students’ learning motivation.
4.Concept mapping teaching approach could cultivate students a more positive learning attitude.
5.Students in the experimental groups held positive attitude toward concept mapping teaching approach.
Based on the conclusions, several suggestions were offered to junior high schools teachers, Educational Authority concerned and further researchers respectively.

並列關鍵字

concept mapping teaching approach ； learning outcome ； learning motivation ； learning attitude

參考文獻

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