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 contribution | The Effects of Concept-Mapping Learning Strategy and Spatial Ability on Elementary Students' Cognitive and Metacognitive Strategies and Science Academic Performance |
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Original language | Chinese |
Pages (from-to) | 83-104 |
Journal | 教育心理學報 (TSSCI) |
Volume | 39 |
Publication status | Published - 2008 |
All Science Journal Classification (ASJC) codes
- Education