國中生物科教學融入數位心智圖對學生學習成效的影響

本研究主要在探討國中生物科生殖及遺傳單元教學融入數位心智圖對學生學習成效及記憶保留量之影響。研究設計採準實驗研究法，以新北市某國中七年級兩個班級為實驗對象，以七年級上學期三次生物段考成績總平均相近之兩班為實驗組與對照組，實驗組進行數位心智圖融入生物科教學，對照組則進行傳統一般講述教學，研究時間為期六週，將所蒐集的資料加以處理及分析，檢驗實驗組及對照組在不同的教學策略下對整體學生、不同性別學生及不同程度學生其學習成效及記憶保留量之影響。本研究之研究結果如下：一、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對整體學　　生學習成效較有正面影響並達到顯著性差異。二、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對男性學　　生學習成效較有正面影響並達到顯著性差異，對女性學生學習成效之影響未獲　　得顯著性差異。三、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對高成就　　學生學習成效較有正面影響並達到顯著性差異，對中、低成就學生學習成效之　　影響未獲得顯著性差異。四、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對整體學　　生記憶保留量較有正面影響並達到顯著性差異。五、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對男性學　　生記憶保留量較有正面影響並達到顯著性差異，對女性學生記憶保留量之影響　　未獲得顯著性差異。六、數位心智圖融入國中生物科生殖與遺傳單元教學相較於傳統講述教學對高、低　　成就學生記憶保留量較有正面影響並達到顯著性差異，對中成就學生學習成效　　之影響未獲得顯著性差異。　　最後根據本研究結論，提出具體建議，以提供教師進行相關教學與後續研究之參考。

關鍵字

數位心智圖；學習成效；記憶保留量；生殖及遺傳；國中生

並列摘要

The purpose of this study was to analyze the learning effects and memory retention of the biology instruction and learning in the unit of reproductive and genetic integrated with digital mind mapping on the junior high school students.By employing quasi-experiment research, two seventh grade classes from a junior high school in New Taipei City were chosen as research subjects and divided into experimental group and control group, while their average scores of three biology exams of the first semester in the seventh grade was adopted as pretest basis. Before the experiment, the two groups reached similar learning achievements for biology course. Then, in the second semester in seventh grade, the two groups were taught by the researcher for 6 weeks. The experimental group received the biology teaching integrated with the digital mind mapping, while the control group the lectures in a traditional way, then processing and analysis the biology exam scores of the experimental group and control group of students and compare their learning effects and memory retention in overall students, different sex students and different academic achievement level. The findings of the study were summarized as follows: 1. Compare to the traditional instruction, the learning effects of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support to the students. 2. Compare to the traditional instruction, the learning effects of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support only to the male students. 3. Compare to the traditional instruction, the learning effects of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support to the high academic achievement students, but the middle and low academic achievement students did not. 4. Compare to the traditional instruction, the memory retention of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support to the students. 5. Compare to the traditional instruction, the memory retention of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support only to the male students. 6. Compare to the traditional instruction, the memory retention of the biology instruction and learning reproductive and genetic unit integrated with digital mind mapping on the junior high school students got significant support to the high and low academic achievement students, but the middle academic achieve-ment of students did not. Finally, suggestions were offered to provide teachers a reference of relevant teaching and for future research.