| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 106 === The purpose of the study was to explore the effects of concept mapping teaching strategies on seventh graders’ learning motivation, learning attitude and learning achievement in geography, and evaluate the possible models of concept mapping teaching strategies in junior high school Geography curriculum.In addtion, this study also aimed to identify potential issues and then proposed feasibe solution to address the related concerns during the teaching process.
The study is an action research. The subject consisted of six seventh graders selected from the reseacher’s junior high school. During the research period of seventeen weeks, the action program included three cycle stages. The researcher collected qualitative data through calssroom observation, teaching journals, co-teaching partner’s observation records, worksheets, and interview. Besides, the researcher used nonparametric dependent-sample Wilcoxon Sign-Rank Test to analyze quantitative data, including scores on Geography learning motivation questionnaire, Geography learning attitude questionnaire, and teacher-made periodic assessments before and after the project. The study obtained the following conclusions:
1. Concept mapping teaching strategies could be successfully implemented in junior high school Geography curriculum.
2. Concept mapping teaching strategies could enhance students’ Geography learning motivation.
3. Concept mapping teaching strategies could improve students’ Geography learning attitude.
4. Concept mapping teaching strategies could promote students’ Geography learning achievement
5. Some pratical solutions to address related learning issues were developed during the teaching process.
Suggestions were made based on the results of this study, in the hope that they may serve as future references for teachers and reserchers.
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