The Effectiveness of Different Instructional Strategies in Learning Biology by Junior High School Students

• Main Authors: LEE- HSIU CHUAN, 李秀娟
• Other Authors: 黃達三
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/59852012952144612108

碩士 === 國立師範大學 === 科學教育研究所 === 86 === This research uses the conceop amp as the instructional strategies, advanceoranizer instructional strategy and integrated concept instructional strategy.We investigate the effectiveness of these two instructional strategies and traditionalinstructional teaching in learning biology by junior high school students. Twodifferent teaching materials of the nervous system are designed for two dtfferentconcept map instructional strategies. Basically the concept map before teaching,and give the other group the concept map after. The quasi-experimental design is exploitedin this study.Two experimental groups spent one class practicing concept mapping and three classesin learning the content of nervous system. The instruments include the achievementtest,concept map material,self-evaluated,learning environment scale,attitude questionnaire of content map,and evaluated standard of concept map. The resultsof this research are:1.In achievement test,the two experinental groups get worseachievement than the contrast group.2.The two experimentalgroups have no difference in achievement test,but the group of advance organizerinstructional strategy(the former group)get more scores in concept numbers,linking words,hierarchy and branch in concept map than the group of integrated concept group (the latter group).According to the structure of concept map,the former group tends to memorize the concept map provided but the latter one displaysmore diverse in features.3.In self-evaluated test,the latter group has higheraspiration of concept mapping than the former group.And t he contrast group therelationship between concepts in drawing or tree-diagram.4.In learning environmentclimate the contrast group gets higher scores in every dimensions,that is studentaffinity,teacher support,student participation,inquiry,task orientation,cooperation,and equality,than two experimental groups.And the latter group gets higher scoresthan the former group.According to classroom observation,the two experimental groups have a tendency to reject new instructional method,and most students feelthat learning the skills of concept mapping is difficult and troublesome.5.Learning how to make concept map cooperatively in small group enhances the learning effectiveness,because students feel that somehow they can learn something from other members.6.Students affirm that concept map is a good learning strategy. But most studentsdo not like mapping the concept map by themselves as well as use concept map in learning other subjects. To sum up,concept map can be used as instructional and learning strategies. But it has to pay much attention to that students must know concept mapping well and know how to use concept map in learning.Besides,conceptmap is also a good evaluation instrument than paper-pencil test.