The Effect of Concept-mapping and Cognitive Style on Elementary School Students’ Network Searching Behaviors

• Main Author: 李展輝
• Other Authors: 蔡俊明
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/02606435543756477855

碩士 === 臺北市立教育大學 === 數學資訊教育學系碩士班 === 96 === The main purpose of this study was to investigate the effect of concept-mapping approach on students’ network search behaviors and performances. This study adopted the quasi-experimental design with nonequivalent pretest-posttest control group design, and the samples were fifth and sixth graders in an elementary school in Yunlin. In the network searching experiment, all students are divided into three groups by different strategies including expert concept-map facilitating approach, self building concept-map approach, non-concept-map employing approach. The study adopted research instruments including Hidden Figure Test, searching attitudes inventory, searching performance pre-test, searching performance post-test, and computer experience questionaire. All the samples accepted search performance pre-test which contain three questions, the experiment group accept concept-mapping teaching, and all the samples accepted search performance post-test. During the tests, the students used web browsers to surf Internet for finding the correct answer. All students’s actions were recorded by software including screen capture software and log analysis software. The collected data were analyzed by descriptive statistic, two-way analysis of covariance (ANCOVA), and t-test statistical methods. The results of the research are shown as follows: 1. The experiment group who employed concept-map approaches got higher scores than the control group in the searching total score, numbers of keyword employed, average of keyword employed, Boolean skill in their searching test. 2. The searching scores in different computer experience are significantly divergent. The students who operated computer 0~5 hours per week got lower searching scores than those who operated 6~15 hours per week. The students who operated computer 11~15 hours per week got higher Boolean skill scores than those who operated 0~5 hours per week. 3. The students of field independent style got higher score than those of field dependent style in degree of identification and degree of sex identification when searching in the Internet. The students of field independent style got lower score than field dependent style in degree of anxiety. 4. The students who had fewer Internet operating experience and received concept-mapping teaching got higher score of interest and identification in Internet searching attitudes than those with same Internet experience and without concept-mapping learning.