The Effects of Integrating Guided Concept Mapping Teaching Strategy into the Social Studies Area

• Main Authors: Chia-Fen Hsu, 許嘉芬
• Other Authors: Jy-Hsin Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/06463440792043952534

碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 103 === The purpose of this research is to investigate the effects of integrating guided concept mapping strategy into the social studies field on learning satisfaction and achievement of elementary school students in grade six. Based on quasi-experimental design approach, the students were divided into experiment and control groups for a total of 27 classes of teaching experiments within 9 weeks. The data were collected from the unit assessments, midterm and final assessments, and a learning satisfaction survey about the guided concept mapping learning. The results were concluded as follow: 1. The guided concept mapping teaching strategy shows significant effects on learning achievement in social sciences field. The experimental group outperformed the control group, and the use of concept mapping strategy can effectively guide students to learn. 2. The guided concept mapping teaching strategy shows significant effect on the low learning achievement students, but insignificant effect on medium to high ones. 3. Students give positive responses in learning satisfaction after using concept mapping teaching strategy in social studies field. 4. No significant correlation between the students’ learning satisfaction and the academic achievement was found in the field of social studies. 5. The gender difference did not affect the learning achievement of experimental group students who learned with the guided concept mapping teaching strategy in the social studies field.