The Study of Collaborative Concept Mapping in Science Learning for Fourth-Grade Students

• Main Authors: MeChuan Lai, 賴美娟
• Other Authors: Syh-Jong Jang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/34811779620269137633

碩士 === 中原大學 === 教育研究所 === 94 === The purpose of this study was to explore the effects of collaborative concept mapping on the science achievement of forth-grade students. Two forth-grade classes were involved in a quasi-experiment using the pretest-posttest nonequivalent group design. The subjects were 57 forth-grade students who were divided into experimental group which received the method of collaborative concept mapping and control group which received traditional teaching method. Pretests were taken before the treatment, included ‘Science Achievement Assessment’ and ‘Science Learning Attitude Scale’. Posttest was held after the treatment in order to compare if there were significant differences of learning achievement, learning attitudes, and pretest-posttest results between the experimental and control groups. Questionnaire and interview were adopted in the study to examine the experimental students’ views of using collaborative concept mapping in science class. According to the results, the conclusions are as the following: 1.Collaborative concept mapping had positive and significant effects on the students’ science and technology learning achievement. 2.The strategy of using collaborative concept mapping could facilitate the students’ learning retention in Science. 3.Using collaborative concept mapping increased the students’ interests in science learning. 4.The students had positive responses to the use of collaborative concept mapping in science learning. This study shows that implementing collaborative concept mapping step by step in science class enhanced the students’ learning achievements, learning retention, and learning attitudes. The findings can serve as reference for future science teaching in junior high schools.