概念構圖融入電腦輔助教學法應用於綜合高中學生化學科之學習成效及態度之研究

A Study of Integrating Concept Mapping into Computer Assisted Instruction in Chemistry Learning Achievement and Learning Attitude at a Comprehensive High School

羅希哲(Shi-Jer Lou) ； 溫漢儒(Han-Ru Wen) ； 曾國鴻(Kao-Hung Tseng)

《科學教育學刊》 15卷2期 (2007/04) Pp. 169-194

https://doi.org/10.6173/CJSE.2007.1502.03

摘要

本研究旨在針對綜合高中化學科教學，提出「概念構圖融入電腦輔助教學」之策略（簡稱本教學策略），並評估其教學成效。本研究採準實驗研究法，並選擇某綜合高中一年級學生，進行八週實驗教學。資料處理上採ANCOVA、與徑路分析等方法，並輔以對學生深度訪談。本研究結果包括：（一）實驗組學生之化學科學習成就，明顯優於控制組。（二）實驗組學生學後保留情形不佳，尤其是分析及綜合等認知層面，但知識、理解、應用及評鑑等認知層面，學後保留情形則佳。（三）不同性別學生之後測成績、學後保留成績及學習態度等，皆無顯著差異。（四）本研究發展之教材，能引起學生的注意與興趣，也能改變其學習態度。（五）徑路分析結果顯示，教材呈現影響學生學習成就的路徑，主要有「教材呈現→課程講解→學習成就」，「教材呈現→課程講解→學習環境→學習興趣→學習態度→學習成就」，以及「教材呈現→課程講解→學習環境→學習態度→學習成就」等三條路徑。

關鍵字

化學科 ； 綜合高中 ； 電腦輔助教學 ； 概念構圖

並列摘要

The purpose of this study was to propose the strategy of integrating concept mapping into computer assisted instruction (”instruction strategy”) for the comprehensive high school chemistry teachers. Quasi-experimental design was adopted to investigate the effect of the instruction strategy on students' academic achievement in chemistry as well as their change in learning attitude. Two classes of first-grade students at a comprehensive high school were chosen, one class as the experimental group and another class as the control group. The time period of the intervention was eight weeks. Descriptive and inferential statistics were adopted for the experimental data analysis in this study. Qualitative analysis based on the interview with students from the experimental group was also conducted. This study revealed the following significant results: (1) The chemistry academic achievement of the students in the experimental group was significantly better than that in the control group; (2) Chemistry learning retention of the students in the experimental group was not satisfactory, especially in two cognition layers including the analysis and synthesis ones. However, it was better in some cognition layers such as the knowledge, comprehension, application, and evaluation layers; (3) There was no significant difference in academic achievement, learning retention, and learning attitude between genders in the experimental group; (4) The instruction material developed from this study can attract students' attention, enhance their motivation, and change their learning attitude. (5) According to the results from path analysis, three main paths of instruction material software interface influenced the students' academic achievement can be concluded. They are ”instruction material software interface → course content explanation → academic achievement”, ”instruction material software interface → course content explanation → learning environment creation → learning motivation → learning attitude → academic achievement” and ”instruction material software interface → course content explanation → learning environment creation → learning attitude → academic achievement. ”

並列關鍵字

Chemistry ； Comprehensive High School ； Concept Mapping ； Computer Assisted Instruction

參考文獻

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