以認知圖評量「酸雨」STS教學的學習成就

Using Cognitive Maps to Assess Learning Outcome: The Acid Rain STS Activities

畫圖是作圖者製作一種具有周邊(bounded)的圖形，表徵著他對真實之察覺。因此學習者所畫出的圖形相當於他的認知。在本研究藉由分析學習者之認知圖，在從事酸雨STS教學活動之前、中及後之變化情形，以評量學習者的學習成就，並試探酸雨STS教學活動是否促進學習者瞭解、發展高階層思考及達到學習目標。學習者在活動中被要求不斷修改所畫的認知圖，因為知識的建構是動態、連續的過程。認知圖的評量基準是根據學習者的認知圖呈現(a)對議題覺醒，(b)了解議題相關知識，(c)提出各種作抉擇及解決問題的方案，(d)認知各種方案與對個人或對社會的本質可能有什麼影響。作者由學習者的認知圖之(1)構成項目之增減，(2)構成項目之聯結，(3)構成項目排置之變化，看出學習者經由活動建構酸雨相關知識及釐清相關價值觀。認知圖顯示學習者覺醒到酸雨相關議題是由人類之不當行為所產生，因此人類需負起責任、採取行動，防止酸雨污染之產生並解決其問題。本研究結果證實，畫網狀圖是一種很有效的評量工具，它協助教師了解學習者在新的情境中聯結、重組、建構、修正及調整其認知結構。

"To map" is to construct a bounded graphic representation corresponding to a perceived reality. Thus, "to map" has always meant "to know." In this paper cognitive maps were used to assess learning achievement by analyzing changes in learner maps before, during, and after the "acid rain" STS activities to see how the activities promote understanding, develop high order thinking, and achieve the learning goals. The learners were asked to revise their maps continually through the activities, because knowledge construction is a dynamic process. The cognitive maps constructed were evaluated on these criteria: (a) issue awareness; (b) understanding of issue related knowledge; (c) strategies for decision making or problem solving; and (d) potential effects of applying the alternate strategies on human being, nature, and society. Increased knowledge construction and value clarification related to the issue were observed in: (1) addition and deletion of components; (2) interrelation of components; and (3) deployment of components. The learner showed awareness of the issue that the mankind caused, and therefore, should be held responsible to take action, prevent, and solve. Thus learner mapping is a powerful learning tool that helps them link, organize, construct, modify, and elaborate their cognitive frameworks for new situations.