小組合作概念構圖提升學童問題解決能力之研究

A Study on Cooperative Concept Mapping for Developing Students’ Problem-Solving Capability

本研究採「準實驗研究法」，控制組25人依照現有教材採「傳統講述式教學」方式教學；實驗組24人依照現有教材再將「合作式概念構圖配合問題解決教學歷程」的教學方式融入，研究期間配合教室觀察、教學日誌、文件蒐集、學習意見調查表、學生訪談等多樣的方式蒐集資料。研究工具有「生活科學習成就測驗」「問題解決能力測驗量表」及學習意見調查表，量化資料的分析主要是單因子共變數分析、t 檢定。研究結果如下：一、合作式概念構圖教學在生活課程學習成就的表現有正向且顯著的影響。二、合作式概念構圖教學配合問題解決教學歷程的教學能提升學童的問題解決能力。三、大多數的學生對於實施合作式概念構圖融入生活課程學習的方式具有正向、肯定的反應。

This study adopts ‘quasi-experimental research.’ Based on the current teaching materials,the Control Group (25 in total) is taught by ‘traditional didactic instruction,’ while theExperimental Group (24 in total) is taught by a new way of instruction of ‘cooperativeconcept mapping in accordance with problem-solving instructional progress.’ During thestudy, data was accordingly collected by multiple ways: classroom observation, teachers’reflection journals, document collections, learning questionnaires, student interviews. Toolsfor study are ‘Life Course Achievement Test,’ ‘Problem-Solving Ability Test,’ and learningquestionnaire. The quantitative data analysis is mainly comprised of ‘Analysis of Covariance(ANCOVA)’ and t-test. The major findings of the study were summarized as follow:1. Positive and significant influences on performance on achievement of cooperative conceptmapping teaching applied to Life curriculum;2. Cooperative concept mapping teaching in accordance with problem-solving instructionalprogress can develop students’ problem-solving capability. Further detailed investigationsuggested that the Experimental Group got better grades than the Control Group on items of ‘reason identification,’ solution,’ and ‘problem prevention’ on the post-test. And therewere significant differences between both two groups.3. Most students had positive and affirmative responses to cooperative concept mapping ofgiving lessons.