篇名 |
概念構圖對不同空間能力之國小學童自然科學習成效的影響
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並列篇名 | The Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance |
作者 | 于富雲、陳玉欣 |
中文摘要 | 本研究主要目的有三,一為探討概念構圖學習策略對學習者認知策略、後設認知策略與學業成就的影響,二為探討概念構圖對高、低不同空間能力學習者之認知策略、後設認知策略與學業成就的影響,三為瞭解參與學員對概念構圖之看法。研究主要採不等組控制組實驗法,以台南市一國小四年級四個班級學生為研究對象,進行連續七週的實驗教學。單因子共變數資料分析發現:概念組在認知策略、後設認知策略表現上顯著優於控制組。二因子共變數分析發現:概念構圖組、控制組與空間能力高、低組在認知策略、後設認知策略或學業成就上則無交互作用存在。概念構圖組學習者整體上對所採用的學習策略持顯著正面的看法。文末,根據結果提供教學與未來研究建議。 |
英文摘要 | The purposes of this study are three-fold: (1) to examine the effects of concept-mapping on students' cognitive and metacognitive strategies and science academic performance; (2) to investigate the interaction effects between the concept-mapping learning strategy and students' spatial ability; and (3) to understand students' attitudes towards the adopted strategy. A non-equivalent control-group experimental research design was used. Four classes of fourth-graders participated in the study for the support of their science learning for seven consecutive weeks. One-way ANCOVA found a statistically significant effect of concept-mapping on students' cognitive and metacognitive strategies as compared to the traditional teaching approach. Two-way ANCOVA, however, found no significant interaction effects between concept-mapping and students' spatial ability on science performance, cognitive or metacognitive strategies. Finally, students participating in concept-mapping learning activity expressed significantly positive attitudes toward the introduced learning strategy. Suggestions for classroom teachers and future studies were proposed. |
起訖頁 | 83-104 |
關鍵詞 | 空間能力、後設認知策略、概念構圖、認知策略、Cognitive strategy、Concept-mapping、Metacognitive strategy、Spatial ability |
刊名 | 教育心理學報 |
期數 | 200802 (39:專刊期) |
出版單位 | 國立臺灣師範大學教育心理與輔導學系 |
該期刊 上一篇
| 中學生情緒智慧測量與適應性指標研究 |
該期刊 下一篇
| 青少年多向度自我效能量表編製與驗證 |