概念構圖策略和認知型態對國小自然科網路化學習影響之研究

The Effects of Concept Mapping Strategy and Cognitive Style in Web-based Elementary Science Learning

本研究目的在於探討網路化教學環境中，概念構圖策略的使用和學生認知型態對於國小自然科學習成效的影響。研究採取準實驗設計，實驗樣本為 119 名國小六年級學生。研究結果有下列的發現：一、在網路化教學中，採專家概念構圖策略學童其學習成效的立即效果和持續效果皆顯著優於採建構概念構圖策略（p<.05）和無概念構圖策略的學童（p.05， p>.05）。二、認知型態為場地獨立型的學童，其學習成效的立即和持續效果皆顯著優於場地依賴型的學童（p.05， p>.05）。

The purpose of this study was to explore the effects of concept mapping strategy and cognitive style on elementary student’s performances in web-based science instruction. The methodology used in the study was quasi-experiment. The subjects were 119 sixth graders. Followings are the findings from the study: First of all， regarding the immediate posttest and post posttest of web-based science learning achievement， the effect by using expert concept map was significantly better than both that by using construct concept map(p＜.05， p＜.05) and that by not using of concept map(p＜.05， p＜.05) ， the effect by using construct concept map was not significantly better than that by not using of concept map(p＞.05， p＞.05). Secondly， the students with field-independent cognitive style performed better in immediate effectiveness and continued effectiveness than those with field-dependent cognitive style (p＜.001， p＜.01). In addition， for the performance， the interaction between concept mapping strategy and cognitive style was not significant (p＞.05， p＞.05).