A study of promoting student concept map effects with the Assistance of Ontology

• Main Authors: Rong-shi Tsai, 蔡榮熙
• Other Authors: C.I. Lee
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/71987710882877778371

碩士 === 國立臺南大學 === 數位學習科技系數位學習科技碩士在職專班 === 97 === This thesis focused on the use of ontology to establish the concept mapping of experts,the concept map as a basis to assist the students to do the study guide.From cognitive theory , the students will generate new knowledge structure from the outside stimulation via assimilations and accommodations of cognitive process ,this is a meaningful learning in Novak''s perspective. In this processes,the students must search and compare in new knowledge and accommodate in conflicts between the new structure and the old one. The students may have made cognitive load,then arise the learning setbacks and even do not want to learn. Our proposed system (called CLS system) could help the students to set up correct knowledge structure in the field of curriculum by the concept and process scaffolds. We compare student''s concept mappings with expert''s concept mappings to check whether the student''s knowledge structure is correct or not, and then do an assessment of student knowledge structure. Experiment data of this study was founded in Tainan county junior high school 73 eighth grade students were divided into the experimental and control groups. Course content is water field of earth Sciences of natural and life science. From the experiment results,the CLS systems could help the students to establish the concept mapping , the effectiveness of constructing mapping is better than which in traditional teaching, and up to a significant level, but there was no significant difference in learning achievement. With high spatial ability students to learn the use of CLS in the concept mapping to build the effectiveness of the most significant. The boys who learn with CLS system helping is better in learning achievements than learn with traditional teaching,but not significant. In the CLS learning styles,learning achievement of boys is better than girls,an yet concept mapping effects of girls is better than boys,that is not significant. In terms of relevant,the effectiveness of concept mapping and learning achievement has not significantly correlation. Space capabilities and the effectiveness of concept mapping is a significant correlation.