學如何學策略訓練與社會工作經驗對大學生概念建構、V字捷思歷程、後設認知與學習表現的影響

The Effects of ＂Learning How to Learn＂ Strategy and Social Working Experience on College Students' Concept Mapping, Vee Huristic, Metacomponents, and Learning Performance

本研究主要目的有二：（一）探討「學如何學」策略訓練對概念建構、V字捷思歷程、後設認知與學習表現的影響。（二）探討「學如何學」策略訓練與「社會工作經驗」有無對大學生概念建構、V字捷思歷程、後設認知與學習表現的交互關係。
本研究受試為九十名大一新生及九十名進修部學生，兩組學生再隨機分派成實驗組及控制組兩組。研究工具為「學如何學」訓練教材，概念建構評量表、V字捷思圖評量表、後設認知測驗、自評量表、教育心理學測驗。
經由t考驗及二因子獨立樣本變異數分析顯示：
1．經由「學如何學」策略訓練的實驗組在概念建構、V字捷思歷程、後設認知及學習表現等各種依變項上，皆顯然優於未接受策略訓練的控制組。由此說明：「學如何學」策略訓練對大學生教育心理學概念獲得、思考歷程、後設認知及學習表現皆有正向的影響力。
2．不同的社會工作經驗與不同的策略訓練對大學生的概念建構、V字捷思歷程有交互影響力，但後設認知高低與策略訓練有關，學習表現則與社會工作經驗有關。

The main purposes of this study were (1) to examine the effects of ”Learning how to learn” strategy on students' concept mapping, Vee diagram huristic, metacomponents and performance of learning Educational Psychology. (2) to investigate the interactional effects of ”learning how to learn” strategy and social working experience on concept mapping, Vee huristic, metacomponents and learning performance. One hundred and eighty college students, who majored in Educational Psychology course, were randomly assigned to four experimental conditions: high working experience with strategy training, high working experience with no strategy training, low working experience with strategy training, and low working experience with no strategy training. Subjects summarized five reading materials in a semester and completed a set of tests designed to assess their concep-mapping, Vee huristic, metacomponenets, and per formance of learning materials. The results indicated: (1) that there were significant differences in concept-mapping, Vee huristic, metacomponents, and learning performance between students with ”learning how to learn” strategy training and students with no strategy training. (2) that the interaction effects of strategy training and working experience on concept-mapping and Vee huristic were significant, but were not significant on meta-components and learning performance. The results of this study were revealed that cognitive strategy used in college students can improve their thinking process and concept ob-tainment.