An Action Research of Implementing Concept Mapping upon Fifth Graders in Science and Technology Area

• Main Authors: Shu-Jen Gu, 古淑珍
• Other Authors: Sang-Chong Lieu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/40172662995989454312

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === Abstract The purpose of this study is to implement concept mapping activities into Science and Technology Area under National 1-9 Curriculum and discuss its effectiveness of promoting students’ science achievement. This study is an action research and has been conducted in accordance with the cycle of planning, executing, analysis and planning again. With such a continuous feedback mechanism, researcher kept calibrating the concept mapping activities with the teaching goal. Research subjects includes one class of twelve fifth graders under researcher’s instruction and the other class of thirty-five fifth graders who have similar socioeconomic characters with the former subjects. Quantitative data is the Science Achievement Test scores which is developed by researcher. Qualitative data includes students’ concept maps, teaching plan, reflective journal, transcript of interviewing students and school teachers, feedback from the participant teacher. Triangulation principle is applied to analyze collected data. The results of this study indicate that the implementation of concept mapping activities is doable yet time consuming; students’ science achievement is promoted after concept mapping; the memory remaining test of students with concept mapping after half a year shows no significance towards students with traditional teaching, yet interview data shows students with concept mapping can memorize more content knowledge than students with traditional teaching; students’ attitudes toward concept mapping activities is highly positive. This action research experience is a compelling process to convince researcher that teaching field is a highly interactive environment in which a teacher needs to adjust his/her teaching method, teaching pace in order to achieve a simple goal. The best strategy to perform fluently is to promote teacher’s teaching expertise through continuous practices. Pedagogical knowledge without practical experience is just a bunch of words without meaning.