不同導入訓練歷程之“概念構圖教學法”對國小階段生物能量概念學習與態度影響之實徵研究

The Effect of Teaching with Concept Mapping with Different Introductive Procedure on Elementary Scientific Concept Learning

林達森(Ta-Sen Lin)

《高雄師大學報：自然科學與科技類》 19期 (2005/12) Pp. 105-122

https://doi.org/10.7060/KNUJST.200512.0105

摘要

本研究發展兩種不同訓練方式的概念構圖教學法，分別為「案例式」及「鷹架式」教學，探究其對於國小學生的概念學習成效及態度之效應。本研究為準實驗前後測設計，以六個國小五年級班級為研究對象，其中任選各二個班級接受案例式教學、鷹架式教學、及傳統教學。實驗教學後接受「國小生物能量概念成就測驗」，兩種實驗組並接受「生物能量概念圖測驗」；另對實驗教學歷程進行半結構式晤談及填答「概念構圖態度問卷」。所得資料經統計分析，結果顯示：一、概念構圖教學法能顯著提昇概念學習之成效；二、接受案例式教學的實驗組在兩種測驗之成績顯著優於接受鷹架式教學者；三、學習成就與實驗處理在「國小生物能量概念成就測驗」成績產生交互效應，高及中等學習成就學生在兩種實驗處理中均受益；低學習成就學生僅由案例式教學中受益；四、學習成就與實驗處理在「生物能量概念圖測驗」的成績產生交互效應，高學習成就學生能由兩種實驗處理受益；而中等及低學習成就學生僅由案例式教學中受益；五、實驗對象認為概念構圖教學對其自然科學概念之學習是有幫助的，並一致認為案例式教學對學習幫助較大；六、對於中等及低學習成就學生而言，案例式教學較能協助他們掌握概念構圖方法，進而願意繼續運用。

關鍵字

生物能量 ； 光合作用 ； 呼吸作用 ； 概念學習 ； 概念構圖教學法

並列摘要

Concept mapping could help a learner reorganize the conceptual structure of what one learned, and portray his cognitive structure in learning. Many researchers hypothesize that teaching with concept mapping might be able to improve the outcome of learning. This study was purported to test this kind of hypotheses. A quasi-experiment following a pretest-posttest design was undertaken in six elementary school science classes in Kaohsiung area. Of which two classes were experimental group Ⅰ taught by ”case-based concept mapping teaching”, other two were experimental group Ⅱreceived ”scaffolding-based concept mapping teaching”, the last two were taken as control group and taught as usual by traditional teaching. As soon as the experimental teaching ended, the subjects took the achievement test and concept mapping test. Further, the experimental groups were interviewed and requested to take a questionnaire of attitudes toward teaching with concept mapping. The data collected were analyzed by SPSS software. Major results are as follows: 1. Teaching with concept mapping could improve the effect of concept learning significantly; 2. On achievement test and concept mapping test the experimental group Ⅰ outscores more significantly than the experimental group Ⅱ 3. Experimental treatment and students' natural science level produces an interaction effect in achievement test, for high and middle level students, case-based concept mapping teaching and scaffolding-based concept mapping teaching both benefit them; while for low level students can only benefit under the case-based one; 4. Experimental treatment and students' natural science level produces an interaction effect in concept mapping test, for high level students, case-based concept mapping teaching and scaffolding-based concept mapping teaching both benefit them; while for low and middle level students can only benefit under the case-based one; 5. Based on questionnaire and interview the subjects approved teaching with concept mapping has a positive effect, and felt ”case-based concept mapping teaching” is helpful to their learning, however, in the initial phase, it is a tough challenge for the middle and low students; 6. Case-based concept mapping teaching seems more helpful than scaffolding-based one for middle and low-level students because it clears concept mapping by case and makes concept learning easier, so to develop a positive attitude toward concept mapping.

並列關鍵字

bioenergetics ； photosynthesis ； respiration ； concept learning ； teaching with concept mapping

參考文獻

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