| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 99 === Abstract
The purpose of the study is to discuss about collaborative concept mapping among elementary school students who are affected by science learning achievement. The main research method was a quantitative one, and a qualitative method was incorporated in the study. This study adopt Quasi-Experimental Research for fifth graders.
There were fifty-four students chosen from two classes in the study . “The Beautiful Starry Sky” in Kang Hsuan version as a teaching unit. This study distribute some students for “collaborative concept mapping “in random as intervention group “, some for” general teaching” as control group, to discuss science achievement test, science learning attitude scale, science achievement test and science attitude scale delayed posttest between two groups for further.
In order to certify whether intervention group and general teaching have obvious difference or not, The obtained data was analyzed with frequency distribution, percentage, mean, standard deviation, T-test, one-way ANOVA and Pearson product-moment correlation. Moreover, This study also analyzed knowledge structure of intervention group whose collaborative concept mapping to what is their characteristic and understand the opinion about collaborative concept mapping.
The results of this research are as follows:
(1) Through collaborative concept mapping, students can realize the situation about knowledge structure.
(2) Collaborative concept mapping on the part of the science achievement test can be accurately predicted.
(3) As a whole,” achievement of science learning” has an obvious difference. To analyze further, middle achievement students has apparent elevation about their learning results, but for high and low achievement students, they don’t have significant differences.
(4) To carry out collaborative concept mapping, it may enhance the retention effects in astronomy concept learning. To analyze further, the better learning retention effects of questions almost belong to “applicability” and “analyzability.”
(5) The research of “science learning attitude ” manifests putting collaborative concept mapping into practice exactly raises learning interests to science subject for students.
(6) Learners hold positive attitudes in the application of concept mapping
Keywords: collaborative concept mapping ,knowledge structure,science learning achievement
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