概念圖教學在高中生物學習成效之研究

• Main Author: 陳祥
• Other Authors: 陳伯中
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/05773168047103635598

碩士 === 國立中興大學 === 生命科學院碩士在職專班 === 91 === Exploring the performance of concept map tuition applied to Basic Biology of Senior High Schools. Based on the related Basic Biology of Senior High Schools materials which focus on the interaction in the creature world, individual v.s. population and group v.s. ecology, the groups are divided into Concept Map Tuition and Traditional Tuition. In the first group, students are guided to establish and integrate the concepts based on the concept map strategy. In the second group, the traditional lecture style is maintained. There are 204 grade-one Senior High School student’s in Taipei County employed. The subjects contain four classes of both boys and girls, they are divided into classes according to their interests. Two classes of Nature major includes 102 students, two Social major classes include the other 102 students. The researcher pick either one from the two groups and apply with the concept map tuition and traditional tuition. Basic Biology and related Ecology as teaching materials and three months as a period. Finding out misconceptions is the most confused for the sample students with the traditional achievement test which is able to channel the concepts expressions. Alternative concepts can be reached through the concept map test and interviews with the students. The alternative frameworks can be finally concluded through the combination and tests of the alternative concepts. There shows relevance in statistics between the students’ grades in achievement test and Concept Map test. The learning differences of the sample students who have the different interest and different ability levels ( high grade v.s. low grade ) under these two tuitions. There is also a perception questionnaires for teachers and students after the experiments. Results : The students who are applied with the concept map have higher grades than those who are applied with the Traditional Tuition in Diagnostic Test. Take Diagnostic Test as variables, teaching strategy and interests as self variables and analyze. The results show that there is apparent difference in both the Nature Group and the Society Group with different teaching strategies. The grades are relevant in statistics between Diagnostic Test and Concept Map test. In the concept map frame elements, students have the best achievements in “relationship” and the worst in “class”. In the concept map content elements, students have the best achievements in “Ecology composition” and the worst in “Ecology accommodation”. In the concept map perception questionnaire, the Nature Group students have better performances than the Society Group students. Furthermore, all the teachers said that the concept map benefits students a lot and majority said that concept maps should be applied after the courses run for a while. Research results show that it is an ideal teaching and learning strategy to apply the concept map to the biology courses. However, the positive results can be seen after students understand the concepts and operating instructions. Furthermore, the traditional evaluation can only show the surface memory level of the students and the concept map can represent the concept framework of students clearly. In short, concept map is a valuable way of evaluation and worth to recommend.