| Summary: | 碩士 === 國立屏東師範學院 === 教育科技研究所 === 91 === Abstract
The purpose of this study was to explore the effectiveness of concept mapping instruction on social studies academic achievement, and retention. Besides, this study explored the interaction of the strategies and gender as well. According to the results, the study offers the suggestions for elementary school social studies instruction and research in the future.
An experiment with nonequivalent groups pretest-posttest design was conducted. The subjects were 67 fifth grade students in 2 classes. Thirty-three students in one class were assigned to the experimental group, and thirty-four students in the other class were assigned to the control group. The experimental group and control group received a 5-week experiment, the total of 11 class period. The two groups received the same instructional contents. The experimental group received concept mapping instruction, while the control group received the general instruction as written in the Teachers’ Guidebook.
The collected data were analyzed by the two-way Analysis of Covariance and use the group and gender as the independent variables, the posttest of the social studies achievement, the second posttest of the retention as the dependent variables, the pretest that was the total average scores of the social studies in the semester as the covariates. The major findings of the study were as follows:
1.The social studies achievement: There is significant difference between the two groups. The experimental group has higher scores than the control group.
2. The social studies retention: There is significant different between the two groups. The experimental group has higher scores than the control group.
3. The social studies achievement: There is no interaction between the two groups.
4. The social studies retention: There is no interaction between the two groups.
Key words : concept mapping、social studies instruction、learning achievement、learning retention、meaningful learning、information-processing theory of learning、constructivist epistemology
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