鷹架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之影響

The Effects of Scaffolding ConceptMapping Instructional Strategies on Children's Biological Science Text Representation andAffection

先前研究發現概念構圖策略有助於學生的學習，但學習如何繪製概念構圖並不容易，如何減低學習繪製概念構圖的難度乃成為概念構圖策略教學的關鍵議題。因此，本研究導入鷹架理論，藉由適時的提供與拆除對學生的協助，有助於解決學童學習概念構圖策略的瓶頸。本研究設計為4 （繪製概念構圖組、閱讀概念構圖組、鷹架漸拆概念構圖組、控制組） × 2 （高、低先備知識）二因子不等組前後測設計。受試者為國小五年級四個班級共138 名學生，四組先施以生物文章的先備知識測驗及閱讀理解的前測，接著進行十二週的教學實驗，之後均實施後測及情意評定。結果發現：1. 文本表徵問題的得分上，各實驗組皆高於控制組而實驗組間無差異，關連強度中等。2. 情境模式問題的得分上，鷹架漸拆概念構圖組高於各組，繪製概念構圖組高於控制組，但閱讀概念構圖組與控制組無差異，關連強度中等。3. 高先備知識的學生，不論在文本表徵或情境模式問題的得分上均高於低先備知識的學生，但關連強度分屬於微弱與中等。4. 教學策略與先備知識間無交互作用。5. 在情意的反應上：實驗組中以鷹架漸拆概念構圖更受學生喜歡和樂意日後繼續使用之傾向，其與各組之主要差異是「聯結語」的使用能力較無困難，顯示鷹架歷程發揮了關鍵性的功能。

Proven to be a useful leaning strategy, concept mapping remains as a challenging skill for students to learn. A key instructional issue is to reduce the difficulty of learning of the strategy. In this study, we incorporated principles of the scaffolding theory in the process of teaching concept mapping strategy with manipulated support of learning the strategy of concept mapping to seek evidence for effectiveness of the manipulation. A 4 x 2 quasi-experimental design of the study with the independent variables of manipulation of the scaffolding support (concept-map drawing, concept-map reading, scaffold-fading, and control groups) and prior knowledge (high versus low background knowledge) was adopted. Participants were 138 5th grade students recruited from 4 different classes. A pre-test on biological science knowledge was administered followed by a 12-week instruction. A post-test and a questionnaire were given to assess the effectiveness of the scaffolding on student learning and their attitude toward the instruction. The results indicated that (a) all experimental groups score higher than control group on text-based representation of knowledge (?) and no differences among experimental groups; (b) For situation model representation, scaffold-fading group score the highest, followed by the concept-map drawing and the concept-map reading and the control groups, with no significant difference between the last two groups; (c) Students with high prior knowledge scored more highly than those with low prior knowledge on both text-based and situation model representation; (d) There was no interaction between teaching strategy and background knowledge; and (e) Scaffold-fading group enjoyed more learning concept mapping and indicated they were more likely to use this strategy in the future. Analysis of their drawing protocol revealed that providing proper scaffolding did make it easy for students to learn relationships between conceptual nodes. The study showed scaffolding as a critical component for successful concept mapping instruction.