| Summary: | 碩士 === 國立彰化師範大學 === 會計學系 === 92 === ABSTRACT
As the development of the Internet becomes profound, concept maps once shown in books now are highly valued in the application of e-learning. Owing to the learning transition from continuous pages to a single page on the computer, human short term memory would be limited if it appears rather complicated. Moreover, progressive concept maps can be drawn out to the third dimension on the basis of individual ability and level, which will lead to better learning process. Progressive concept maps can reduce disorientation and cognitive overhead deriving from e-learning. This study will apply experimental research in accordance with the inventory chapters of accounting course to prove the learning effect of adopting progressive concept maps and Novak concept maps with the method of concept mapping and examine if collaborative concept mapping are exceeding individual concept mapping. This study includes three steps to analyze the different concept map tactics and the results are as follows:
The outcome of step 1 and step 3, the experimental groups and control groups of concept mapping result is outstanding through two independent samples T test, which indicates learning the inventory chapters of accounting course with progressive concept maps superior to learning that with Novak concept maps. Though the outcome from step 2 is not outstanding, the average assessment of experimental groups is better than control groups. As a whole, this study holds sufficient proofs to the theory that progressive concept maps can bring better learning effect. Furthermore, this study prove collaborative concept mapping can promote learning achievements again. Students can hold efficient conversations through concept maps and express true or false concept clearly and provide opportunities to obtain correct concept from others. The outcome is in accordance with a number of related researches.
Key words: concept mapping, cooperative learning, accounting education
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