概念構圖教學對高中生生物科學習成效影響之研究

Abstract

本研究旨在探討概念構圖教學對高中生生物科學習成就及學習動機的影響，並了解高中生對概念構圖教學的意見。本研究採準實驗研究法，透過不等組前後測實驗設計，研究對象為臺北市某高中二年級兩個班的學生，分成實驗組38人，控制組40人，進行五週時間的概念構圖教學實驗。

實驗組學生實施概念構圖教學，控制組學生則施以講述式教學，實驗教學結束後，經由研究工具所收集的資料，從中分析與歸納研究結果。本研究所採用的研究工具有：生物科學習成就測驗、生物科學習動機量表、概念構圖教學意見表等。

所蒐集之資料以次數分配、百分比、平均數、標準差、單一樣本t檢定、獨立樣本t檢定以及共變數分析等統計方法加以處理與分析。本研究結果發現如下： 一、概念構圖教學對於學習成就的影響情形 實驗組與控制組之學習成就測驗分數差異並不顯著，顯示概念構圖教學未能有效提升高中學生生物科的學習成就。

二、概念構圖教學對於生物科學習動機的影響情形。 實驗組與控制組在生物科學習動機的｢自我效能｣、｢主動學習策略｣、｢生物科的學習價值｣、｢表現目標導向｣、｢成就目標｣以及｢學習環境的刺激｣等六個向度上的得分皆未達顯著差異。由此可知概念構圖教學並未提升實驗組學生的生物科學習動機。

三、實驗組學生對概念構圖應用在生物科教學的看法。 （一）由量表題的分析，發現實驗組學生除了在｢對概念構圖教學的學習態度｣向度上趨向負面的反應之外，對於｢概念構圖對自我效能的影響｣、｢對概念構圖教學策略的看法｣與｢以概念構圖作為學習策略的看法｣等三個向度上則是持肯定、正向的看法。 （二）由半開放式問題分析，發現大多數的實驗組學生在概念構圖時會遭遇困難，但是大多數仍然認為概念構圖教學對其生物科的學習是有幫助的。

根據結論，本研究分別對高中教師、未來研究者提出建議以供參考。This study was designed to investigate the effect of concept mapping teaching approach on the learning achievement, learning motivation of senior high school students’ Biology, and to understand the senior high school students’ views to the concept mapping teaching. The study had been conducted with ”quasi-experiment” design. By nonequivalent pretest- posttest design were administered to collect data. The subjects were two classes of the second grade students from a senior high school in Taipei.The participants wewe divided into the experimental group（n=38） and the control group（n=40）.The time of concept mapping teaching experiment lasted for five weeks.

The comcept mapping teaching strategy was used in the experimental group received traditional lectures. After the experiment, data collected through research tools were then analyzed and interpreted to obtain the result. Research tools used in this study are: Biology Learning Achievement Test, Biology Motivation Scale, concept mapping teaching opinion lists.

The data collected were processed and analyed with statistical methods including frequency, percentage, mean, standard deviation, one-sample t test, independent-samples t test and ANCOVA analysis. The results of this study found the following:

1. The impact of concept mapping teaching on learning achievement The difference between the score of the experimental group and the score of the control group in the learning achievement test was not significant, indicating that concept mapping teaching failed in promoting the learning achievement of senior high school students for the subject of biology effectively.

2. The impact of concept mapping teaching on the learning motivation for biology The differences in the scores in all the tests of six dimensions concerning the learning motivation for the subject of biology between the experimental group and the control group were not significant. It was found that concept mapping teaching did not enhance the learning motivation of the students for the subject of biology in the experimental group.

3. The opinions of the students in the experimental group for the application of concept mapping to the teaching of the subject of biology (1) After the analysis of the answers to the scale questions, it was found that the students in the experimental group only had a tendency to have negative reaction to the dimension of "learning attitude toward concept mapping teaching". They had positive opinions for the dimensions of "the impact of concept mapping on self-efficacy", "opinion about the strategy of concept mapping teaching" and "opinion about adopting concept mapping as learning strategy". (2) After the analysis of the answers to the semi-open-ended questions, it was found that most students in the experimental group encountered difficulties in conducting concept mapping, but most of them still considered concept mapping teaching helpful in learning concerning the subject of biology.

Based the results , several suggestions were offered to senior high school teachers and future researchers respectively.