合作式概念構圖教學對學童批判思考能力與動作技能之影響

涂馨友; 周建智; 張思敏

doi:10.6222/pej.4702.201406.1211

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P291 - 301

Social Sciences > Physical Education

DOI： 10.6222/pej

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合作式概念構圖教學對學童批判思考能力與動作技能之影響

The Effectiveness of Collaborative Concept Mapping on Critical Thinking Abilities and Movement Skills for the Fifth Grade Students

涂馨友(Hsin-Yu Tu) ；周建智(Chien-Chih Chou) ；張思敏(Szu-Min Chang)

體育學報； 47卷2期 (2014 / 06 / 01) ， P291 - 301

繁體中文 DOI： 10.6222/pej.4702.201406.1211

合作學習；概念圖；國小體育教學；批判思考；運動技能； cooperative learning ； concept map ； physical education instruction in elementary ； critical thinking abilities ； sport skills

Abstract │ Reference (30) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Purpose: The purpose of this research was to examine the effects of implementing collaborative concept mapping physical education instruction on the fifth grade students' critical thinking abilities in sport and movement skills. Methods: A quasi-experimental study was used in this research. Two classes of fifth grade students were selected as samples from an elementary school in Taipei City, Taiwan. Twenty-four subjects (n = 24) receiving the collaborative concept mapping physical education instruction were categorized into experimental group, and twenty-four subjects (n = 24) receiving traditional physical education instruction as comparable group. Both group met twice a week for 40 minutes per session with a duration of 12 weeks. Critical thinking abilities in sport and movement skills test were administered before and after the intervention. The SPSS for Windows 18.0 version was utilized to analyze all the data by One-way ANCOVA and repeated measures. The level of significance for acceptance or rejection for this study was set at the .05 level. Results: The results were made by the following: the experimental group had significant improvement on inductions, evaluation of argument when comparing with the comparable group. The pre- and post test scores of experimental group were significantly different on inductions, evaluation of argument and movement skills. Comparable group had no significantly difference on all critical thinking abilities and movement skills. Conclusion: the results of this study demonstrated that critical thinking abilities and movement skills were partly enhanced through the collaborative concept mapping physical education instruction.

Reference ( 30 ) 〈TOP〉

McBride, R. E. (1999). If you structure it, they will learn it: Critical thinking in physical education. The Cleaning House, 72, 217-220. doi: 10.1080/00098659909599396
連結：
Okebukola, P. A. (1992). Attaining meaningful learning of concepts in genetics and ecology: an examination of the potency of the concept-mapping technique. Journal of Research in Science Teaching, 27(5), 493-504. doi: 10.1002/tea.3660270508
連結：
Okebukola, P. A., & Jegede, O. J. (1989). Students’ anxiety towards and perception of difficulty of some biological concepts under the concept-mapping heuristic. Research in Science and Technological Education, 7, 85-92. doi: 10.1080/0263514890070109
連結：
Poolton, J. M., Masters, R. S. W., & Maxwell, J. P. (2006). The influence of analogy learning on decision-making in table tennis: Evidence from behavioral data. Psychology of Sport and Exercise, 7, 677-688. doi: 10.1016/ j.psychsport.2006.03.005
連結：
Roth, W. M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge. Journal of Research in Science Teaching, 30, 503-534. doi: 10.1002/tea.3660300508
連結：

Times Cited ( 3 ) 〈TOP〉

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