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題名 系統結構圖與概念構圖的教學策略對國小學生科學學習成效之研究
作者 陳嘉甄
chen, chia-chen
貢獻者 余民寧<br>馬信行
陳嘉甄
chen, chia-chen
關鍵詞 系統思考
系統結構圖
概念構圖
自然科學學習
知識結構
路徑探測法
system thinking
systematic structure diagramming
concept mapping
science learning
pathfinder
日期 2004
上傳時間 18-九月-2009 18:20:34 (UTC+8)
摘要 本研究應用系統思考為基礎所發展出來的系統結構圖方法，結合電腦模擬活動，引導學生感知系統動態性及複雜性，設計自然科學教學方案進行教學；同時比較融入概念階層聯結為基礎的概念構圖方法教學、及一般教學的學生認知表現。具體而言，本研究目的為：在自然科學學習歷程中，結合環狀關聯的系統結構圖，及階層關聯的概念構圖方法，比較二圖形學習策略對學生成就測驗及知識結構的表現差異。
     研究採多基線實驗研究法，以國小五年級學生樣本，共三個班級，100人，分列為對照組、系統結構圖策略組、及概念構圖策略組。以自編的複本測驗、實作評量檢核表，及應用路徑探測法(Pathfinder)，評估學生認知表現與知識結構。
     結果發現，採用系統結構圖策略或概念構圖策略，均能增進學生認知表現，且記憶保留效果會優於不特別採用策略者，其知識結構的表現亦存在差異；而二種圖形式學習策略的各項認知表現之間，不存在任何差異；不同能力組別與不同學習策略間，具交互作用存在。
     本研究證實，在學習歷程中，採用概念構圖策略或系統結構圖策略，將比採用一般教學方法，較能有效增進學生的學習表現及保留效果，其知識結構也會較接近專家表現。因此在教學歷程中，結合策略進行教學有其必要性。圖像式的思考及學習方法能有效協助學生學習。然而研究所取用的二種圖形策略的思考本質是不同的，一重視靜態架構、一重視動態因果變化，未來研究者可進一步探究造成改變的內在機制，及是否能真正轉化為習用的思考型態。
The world of system and system thinking marks a shift from the more linear, analytic way of thinking that most people are used to. A system is a group of interacting, interrelated, or interdependent components that form a complex and unified whole. Systematic structure diagram is a useful tool to offer a glimpse into the complex systems behavior.
     Concept mapping, known as cognitive maps or organizers, semantic networks, or visual/graphic organizers, make use of figures, lines, arrows, and spatial configurations to show how content ideas and concepts are related. Concept mapping is described repeatedly in the literature as a tool that can support and enhance students’ learning in science classrooms. It is an important meta-cognitive tool in science education today.
     The research uses the experiment methodology of multiple baselines designs. In the study 100 students in 3 classes at grad 5 were studied to see the implications of the learning results. Assign the subjects to three groups, control group (n=34), Systematic structure diagramming group (n=33), and concept mapping group (n=33). The graphics oriented strategies, Systematic structure diagramming /concept mapping, were used in the teaching processes of the systematic structure diagramming group /concept mapping group. The researcher evaluated the performance of the subjects with duplicated-tests, checklists, and Pathfinder. The testing of the students was done in a pretest-posttests design using written tests. Data were analyzed in the use of three-factor repeated measures.
     The analysis of repeated measures showed a statistically significant difference in duplicated-tests and knowledge structures between control group and two experimental groups. There also exists an interaction between group and strategy. The result revealed that concept mapping may improve test scores of low-achieving students.
     This research verified that the learning performances, knowledge structures, organizations, and delayed memories of the subjects who belong to concept mapping strategy group and systematic structure diagramming strategy group were better than control group. The results indicated that, for improving students’ learning performances and retention effects, adapting concept mapping strategy and systematic structure diagramming strategy in the teaching processes may help students form a cognitive schema to assimilate and relate the information.
     Base on the results from this study, some recommendations educators were suggested.
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描述 博士
國立政治大學
教育研究所
88152509
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0881525091
資料類型 thesis
dc.contributor.advisor 余民寧<br>馬信行zh_TW
dc.contributor.author (作者) 陳嘉甄zh_TW
dc.contributor.author (作者) chen, chia-chenen_US
dc.creator (作者) 陳嘉甄zh_TW
dc.creator (作者) chen, chia-chenen_US
dc.date (日期) 2004en_US
dc.date.accessioned 18-九月-2009 18:20:34 (UTC+8)-
dc.date.available 18-九月-2009 18:20:34 (UTC+8)-
dc.date.issued (上傳時間) 18-九月-2009 18:20:34 (UTC+8)-
dc.identifier (其他 識別碼) G0881525091en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/36334-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 88152509zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究應用系統思考為基礎所發展出來的系統結構圖方法，結合電腦模擬活動，引導學生感知系統動態性及複雜性，設計自然科學教學方案進行教學；同時比較融入概念階層聯結為基礎的概念構圖方法教學、及一般教學的學生認知表現。具體而言，本研究目的為：在自然科學學習歷程中，結合環狀關聯的系統結構圖，及階層關聯的概念構圖方法，比較二圖形學習策略對學生成就測驗及知識結構的表現差異。
     研究採多基線實驗研究法，以國小五年級學生樣本，共三個班級，100人，分列為對照組、系統結構圖策略組、及概念構圖策略組。以自編的複本測驗、實作評量檢核表，及應用路徑探測法(Pathfinder)，評估學生認知表現與知識結構。
     結果發現，採用系統結構圖策略或概念構圖策略，均能增進學生認知表現，且記憶保留效果會優於不特別採用策略者，其知識結構的表現亦存在差異；而二種圖形式學習策略的各項認知表現之間，不存在任何差異；不同能力組別與不同學習策略間，具交互作用存在。
     本研究證實，在學習歷程中，採用概念構圖策略或系統結構圖策略，將比採用一般教學方法，較能有效增進學生的學習表現及保留效果，其知識結構也會較接近專家表現。因此在教學歷程中，結合策略進行教學有其必要性。圖像式的思考及學習方法能有效協助學生學習。然而研究所取用的二種圖形策略的思考本質是不同的，一重視靜態架構、一重視動態因果變化，未來研究者可進一步探究造成改變的內在機制，及是否能真正轉化為習用的思考型態。		zh_TW
dc.description.abstract (摘要) The world of system and system thinking marks a shift from the more linear, analytic way of thinking that most people are used to. A system is a group of interacting, interrelated, or interdependent components that form a complex and unified whole. Systematic structure diagram is a useful tool to offer a glimpse into the complex systems behavior.
     Concept mapping, known as cognitive maps or organizers, semantic networks, or visual/graphic organizers, make use of figures, lines, arrows, and spatial configurations to show how content ideas and concepts are related. Concept mapping is described repeatedly in the literature as a tool that can support and enhance students’ learning in science classrooms. It is an important meta-cognitive tool in science education today.
     The research uses the experiment methodology of multiple baselines designs. In the study 100 students in 3 classes at grad 5 were studied to see the implications of the learning results. Assign the subjects to three groups, control group (n=34), Systematic structure diagramming group (n=33), and concept mapping group (n=33). The graphics oriented strategies, Systematic structure diagramming /concept mapping, were used in the teaching processes of the systematic structure diagramming group /concept mapping group. The researcher evaluated the performance of the subjects with duplicated-tests, checklists, and Pathfinder. The testing of the students was done in a pretest-posttests design using written tests. Data were analyzed in the use of three-factor repeated measures.
     The analysis of repeated measures showed a statistically significant difference in duplicated-tests and knowledge structures between control group and two experimental groups. There also exists an interaction between group and strategy. The result revealed that concept mapping may improve test scores of low-achieving students.
     This research verified that the learning performances, knowledge structures, organizations, and delayed memories of the subjects who belong to concept mapping strategy group and systematic structure diagramming strategy group were better than control group. The results indicated that, for improving students’ learning performances and retention effects, adapting concept mapping strategy and systematic structure diagramming strategy in the teaching processes may help students form a cognitive schema to assimilate and relate the information.
     Base on the results from this study, some recommendations educators were suggested.		en_US
dc.description.tableofcontents 第一章 緒論 1
     第一節 研究動機、背景與目的 1
     第二節 研究問題 7
     第三節 名詞解釋 8
     第四節 研究範圍與限制 10
     
     第二章 文獻探討 14
     第一節 系統思考與系統構圖 14
     第二節 概念構圖(Concept Mapping) 45
     第三節 知識結構理論 59
     第四節 徑路探測法 65
     第五節 電腦模擬與概念學習 81
     
     第三章 研究方法 84
     第一節 研究設計 84
     第二節 實驗處理 89
     第三節 研究工具 97
     第四節 資料分析 107
     第五節 研究流程 127
     
     第四章 研究結果與討論 112
     第一節 不同實驗處理組別學生的學習結果分析 112
     第二節 知識結構測量之結果分析 136
     第三節 實驗處理、能力組別對學習效果影響之分析 161
     第四節 討論 179
     
     第五章 結論與建議 207
     第一節 結論 207
     第二節 建議 209
     
     參考書目 213
     
     
     
     附錄一 運動動畫觀察與與模擬操作教學示例 220
     附錄二 應用系統結構圖學習策略的教學方案 226
     附錄三 概念構圖學習策略的教案 240
     附錄四 一般教學組教案設計 252
     附錄五 各單元實作評量表格及計分方式、複本試卷 274
     
     圖表目錄
     圖次 頁碼
     圖1 系統思考與分析工具 26
     圖2 核心問題圖繪示例 32
     圖3 岩石形成的影響因素 33
     圖4 連接有關聯的因素 34
     圖5 岩石形成之系統結構圖例(1) 37
     圖6 岩石形成之系統結構圖例(2) 38
     圖7 推論階梯 42
     圖8 系統思考/動態思考(ST/SD)取向的教學 44
     圖9 概念圖的主要概念與原則 49
     圖10 岩石概念形成圖 50
     圖11 知識結構相關理論 64
     圖12 原始資料轉換為節點與鍊結線示例 69
     圖13 保留最小路徑圖示 73
     圖14 網路1與網路2的PFNET圖 76
     圖15 研究實驗設計圖 85
     圖16 系統思考教學流程圖 92
     圖17 甲卷標準答案矩陣A 111
     圖18 選擇題所形成的矩陣B 112
     圖19 矩陣C 113
     圖20 矩陣D 113
     圖21 矩陣E 114
     圖22 矩陣F 115
     圖23 矩陣G 115
     圖24 甲生答題反應概念矩陣G(30×24) 116
     圖25 專家資料矩陣所繪成的概念圖(PFNET圖) 121
     圖26 生手資料矩陣所繪成的概念圖(PFNET圖) 121
     圖27 能適當呈現階層關係的概念圖 128
     圖28 未適當呈現階層關係的概念圖 128
     圖29 研究流程中所使用研究工具及參考資料 132
     圖30 小考原始得分多基線圖 136
     圖31 實作評量原始得分多基線圖 139
     圖32 系統結構圖之電動機結構成分分析圖 141
     圖33 系統結構圖之電動機動力關係圖 142
     圖34 系統結構圖之電動機動力形成簡圖 143
     圖35 系統結構圖之電動機動力系統結構圖 143
     
     圖次 頁碼
     圖36 系統結構圖之岩石循環圖一 144
     圖37 系統結構圖之岩石循環圖二 145
     圖38 系統結構圖之岩石循環圖三—繪製較佳者 146
     圖39 系統結構圖之岩石循環圖三—繪製較差者 147
     圖40 概念圖之電磁鐵與電動機概念圖一 149
     圖41 概念圖之電磁鐵與電動機圖二--繪製較佳者 150
     圖42 概念圖之電磁鐵與電動機圖二--繪製較差者 151
     圖43 概念圖之岩石循環圖 152
     圖44 後測一之專家知識結構圖 157
     圖45 後測一之高分組某生知識結構圖 157
     圖46 後測二之專家知識結構圖 158
     圖47 後測二之中分組某生知識結構圖 158
     圖48 後測三之專家知識結構圖 159
     圖49 後測三之低分組某生知識結構圖 159
     圖50 後測四之專家知識結構圖 160
     圖51 後測四之低分組某生知識結構圖 160
     圖52 三組別之接近性資料指數(PRX)改變趨勢 165
     圖53 三組別之圖形理論距離指數(GTD)改變趨勢 167
     圖54 三組別之相似性指數(PFC)改變趨勢 169
     圖55 不同實驗水準在各次測驗的原始分數與標準化分數圖 182
     圖56 學習策略與能力分組交互作用剖面圖 188
     圖57 能力分組與學習策略交互作用剖面圖 189		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0881525091en_US
dc.subject (關鍵詞) 系統思考zh_TW
dc.subject (關鍵詞) 系統結構圖zh_TW
dc.subject (關鍵詞) 概念構圖zh_TW
dc.subject (關鍵詞) 自然科學學習zh_TW
dc.subject (關鍵詞) 知識結構zh_TW
dc.subject (關鍵詞) 路徑探測法zh_TW
dc.subject (關鍵詞) system thinkingen_US
dc.subject (關鍵詞) systematic structure diagrammingen_US
dc.subject (關鍵詞) concept mappingen_US
dc.subject (關鍵詞) science learningen_US
dc.subject (關鍵詞) pathfinderen_US
dc.title (題名) 系統結構圖與概念構圖的教學策略對國小學生科學學習成效之研究zh_TW
dc.type (資料類型) thesisen
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