The Research of The Application of Collaborative Concept Mapping to Concept Learning in Mathematics of First Grade Students of Junior High School

• Main Authors: Suh-Ru Tzeng, 曾素如
• Other Authors: Haw-Yaw Shy
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/24572910802648259683

碩士 === 國立彰化師範大學 === 科學教育研究所 === 93 === The Research of The Application of Collaborative Concept Mapping to Concept Learning in Mathematics of First Grade Students of Junior High School Abstract The research is to explore the aspects of the application of collaborative concept mapping, a learning strategy, to the learning and development of concepts in mathematics of first grade students in junior high school. This study use qualitative research method. Some cooperative learning squads are observed in the classroom for two semesters. The observation, with assistance of video and tape recording, is designed to understand how the students proceeded with concept mapping in the cooperative learning situation constructed by the teacher of the case. The contents included：the discussion and negotiation of the students, the development of concept mapping, and the mathematical concepts learning of the students. Besides, interviews of teachers with students, and collection of documents like worksheets and concept mapping, are employed as references when interpreting the data. The data are analyzed with triangle examination and constant comparison. The finding shows that in the activity of collaborative concept mapping arranged by the teachers, the first grade students participating in the research can not only effectively and actively take part in the labor division and negotiation of mapping, but also resulted in different negotiation and interaction modes, like collaborative construction adversarial exchanges and formation of temporary alliances. With the similarities and dissimilarities of the mathematical knowledge constructs of the peers, students then produced dynamic changes like assimilation, accommodation and equilibrium in the development of concept mapping of the squads. Furthermore, through observation and negotiation of mapping activity, the students can also elaborate the structure and content of their personal concept mapping and perform meta-learning, to make learning a meaningful activity. Keywords：concept mapping; collaborative concept mapping; cooperative learning.