概念構圖對不同空間能力之國小學童自然科學習成效之影響。

Translated title of the contribution: The Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance

Fu-Yun Yu, 陳 玉欣

Research output: Contribution to journalArticle

Abstract

The purposes of this study are three-fold: (1) to examine the effects of concept-mapping on students' cognitive and metacognitive strategies and science academic performance; (2) to investigate the interaction effects between the concept-mapping learning strategy and students' spatial ability; and (3) to understand students' attitudes towards the adopted strategy. A non-equivalent control-group experimental research design was used. Four classes of fourth-graders participated in the study for the support of their science learning for seven consecutive weeks. One-way ANCOVA found a statistically significant effect of concept-mapping on students' cognitive and metacognitive strategies as compared to the traditional teaching approach. Two-way ANCOVA, however, found no significant interaction effects between concept-mapping and students' spatial ability on science performance, cognitive or metacognitive strategies. Finally, students participating in concept-mapping learning activity expressed significantly positive attitudes toward the introduced learning strategy. Suggestions for classroom teachers and future studies were proposed.
Translated title of the contributionThe Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance
Original languageChinese
Pages (from-to)83-104
Journal教育心理學報 (TSSCI)
Volume39
Publication statusPublished - 2008

All Science Journal Classification (ASJC) codes

  • Education

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