合作式概念構圖在國小四年級自然科學習之研究

The Study of Collaborative Concept Mapping in Science Learning for Fourth-Grade Students

賴美娟(MeChuan Lai)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2006年)

https://doi.org/10.6840/cycu200600119

摘要

本研究主要目的，在探討融入合作式概念構圖對國小四年級學生自然科學習成效之影響，採「準實驗法研究方法之不等組前後測設計」的研究方法，以桃園縣某國小兩班四年級學生為樣本，分成實驗組與控制組，共57位學生。實驗組學生接受合作式概念構圖教學法，控制組則接受一般教學法，所有樣本先以「自然科學習成就測驗」及「自然科學習態度量表」進行前測，以蒐集所有樣本研究前之起點行為資料，待教學實驗完成後，再進行後測。根據學生前後測資料，比較分析實驗組與控制組學生在自然科學習成就、自然科學習延宕後測及自然科學習態度上是否達顯著差異。此外，針對實驗組學生進行學習意見調查及學生晤談資料，進一步了解學生對於融入合作式概念構圖教學之心得與感受，最後形成結論並提出研究之建議。
根據本研究結果發現：
一、合作式概念構圖教學在自然科技學習成就的表現有正向且顯著的影響。
二、合作式概念構圖教學策略能幫助學生自然科的學習保留效果。
三、合作式概念構圖教學能提升學生自然科的興趣。
四、學生對於實施合作式概念構圖融入自然科學習具有正向、肯定的反應。

本研究之結果顯示，採漸進式的方式實施合作式概念構圖，有利於促進國小自然科學習成就、學習保留及學習態度之發展，可作為未來國小教師實施自然科教學之參考。

關鍵字

概念構圖 ； 合作學習 ； 自然科學習成效 ； 合作式概念構圖

並列摘要

The purpose of this study was to explore the effects of collaborative concept mapping on the science achievement of forth-grade students. Two forth-grade classes were involved in a quasi-experiment using the pretest-posttest nonequivalent group design. The subjects were 57 forth-grade students who were divided into experimental group which received the method of collaborative concept mapping and control group which received traditional teaching method. Pretests were taken before the treatment, included ‘Science Achievement Assessment’ and ‘Science Learning Attitude Scale’. Posttest was held after the treatment in order to compare if there were significant differences of learning achievement, learning attitudes, and pretest-posttest results between the experimental and control groups. Questionnaire and interview were adopted in the study to examine the experimental students’ views of using collaborative concept mapping in science class.

According to the results, the conclusions are as the following:
1.Collaborative concept mapping had positive and significant effects on the students’ science and technology learning achievement.
2.The strategy of using collaborative concept mapping could facilitate the students’ learning retention in Science.
3.Using collaborative concept mapping increased the students’ interests in science learning.
4.The students had positive responses to the use of collaborative concept mapping in science learning.

This study shows that implementing collaborative concept mapping step by step in science class enhanced the students’ learning achievements, learning retention, and learning attitudes. The findings can serve as reference for future science teaching in junior high schools.

並列關鍵字

Science learning achievement ； Collaborative concept mapping ； Cooperative learning ； Concept maps

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