英文摘要 |
The purpose of the study was to understand the difference of students’ attitude toward concept mapping learning after an intervention in a nursing baccalaureate program. In this quasi-experimental study, 233 nursing students enrolling in a medical-surgical course in academic years 94-96 were selected. Interventions included a concept mapping teaching session, group assignments, discussion with teachers, and a presentation. Before and after receiving the interventions, students completed the questionnaire of attitude toward concept mapping. Results showed that there were statistically significant differences in five subscales, including “learning concept by concept mapping,” “constructing concept map process,” “recognition of concept mapping teaching,” “difficulty of constructing concept map,” and “presenting concept by concept mapping”. In addition, regardless of learning motivation or learning ability, students had shown positive attitude toward concept mapping after receiving the interventions. Study results support concept mapping teaching could change students’ attitude regarding concept mapping learning, and concept mapping could be a new teaching strategy for teachers. |