The Analysis of Knowledge Structures of Textbooks and the Effects of Knowledge Sequences of Textbooks on Junior High School Students’ Reading Comprehension in Genetics

• Main Authors: Wu, Jen-Yi, 吳貞儀
• Other Authors: Chang, Yung-Ta
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/59099266866330280279

博士 === 國立臺灣師範大學 === 生命科學系 === 104 === The research of educational psychology and reading comprehensive stress the influence of the knowledge structures and sequences of textbooks on students’ learning. The Ministry of Education opened textbooks of compulsory education up to be compiled by private publishers. It is an important issue that how the diverse forms of textbooks influence on students’ reading comprehension. This study explored the knowledge structure and sequence in the “reproduction” and the “genetics” units of different textbooks, and found that there were two kinds of knowledge sequences for the biology organizational levels: adjacent or separated. Based on these results and the sequences proposed by some researchers, three kinds of texts (adjacent, separated, or condensed) were compiled. This study conducted the quasi-experimental research with an achievement assessment instrument to address the effects of knowledge sequences of texts on students’ learning. The analysis results of the assessment revealed that students who read the knowledge sequence of text with adjacent biology organizational levels had better comprehension and finer knowledge structures. The difference of knowledge comprehension was mainly in the knowledge of mitotic and meiotic models, and the knowledge in the discriminated scope. The results suggested that the knowledge sequences and the connections within concept scopes should be considered during biology curriculum design, textbook compiling or teaching planning.