The research on Web theme-Based learning process and achievement

• Main Authors: Wang Jen yu, 王振宇
• Other Authors: 劉明洲
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/92997932006770769622

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === The purpose of this research is to apply the theory of concept mapping in order to explore the process and the learning achievement of elementary students in conducting Web Theme-Based learning。In addition, it is intended to understand the learning records of the learner that represents the degree of learning achievement in the system of the data base. This research mainly based on the theory of concept mapping, assists with the traditional paper pencil test and half-structure interview with the teacher and the learner and refers to the learning records in the system. Data were collected from the class of Natural science, unit of “Star and Sun”, and involving 49 fifth grade elementary students. Conclusion drawn after analysis as following: 1. In the process of Web-Theme based learning（five phases）, there is a fluctuation of increasing and decreasing situations of concept、hierarchies and relationship: (1) In the phase of “based on theme of looking for a main interest” the score of hierarchies, relationship increase tremendously, the concept score reaches highest level at the phase of “based on interest to search for relevant data”. (2) The scores were decreased on both phases of ”exploration themes for team” and ”summarized learning data” the students score for both hierarchies and relationship were decreased. (3) ” divergent production” and ” convergent production” were repeated in the thinking process in order to evoke the students’ creativity. (4) By means of self-regulated learning, learning voluntarily and learning step by step, students were capable in reading and positive learning attitudes that helps Web-Theme based learning. (5) Compared to the traditional classroom expressive learning, Web-Theme based learning is effectively helping students to construct knowledge, Web-Theme based learning is popular with students. 2. The achievement and performance of students after Web-Theme based learning： (1) A significant difference appears after the t test in between pretest and post test through both concept mapping and paper pencil test after Web-Theme based learning, which means that students show a significant difference in between pre and post test. (2) The only result shows no significant difference among low achievement students by concept map and paper pencil tests after Web-Theme based learning in comparison with high and middle achievement students. This is considered to be the problem of the test instrument and the frequency of the test by the author and onsite teacher. 3. By applying fish bone symbolizes students in the web-Theme based learning, concept construct situation: (1) Concept construct is a developing process in which the concept could be increased, decreased or disappear. The concept among high, middle and low grade students could disappear or fluctuate. This is related to the time during while students construct the knowledge that they doubt because they were not sure if the knowledge is correct or not. (2) The most differences appear at the high grade among low, middle and high grade students. On the one hand, they are able to reserve the concept that they constructed. On the other hand, they are able to adjust and assimilate a new concept. Although there are certain concepts that disappear from Web knowledge, most of the concepts remain. Compared to high grade students, middle grade students perform a similar amount of the concepts which are closer with each other but in general the concepts are not deep enough, and not as much remains compare with high grade students following the process of adjusting and assimilation; compare with high and middle grade students, low grade students constructed fewer concepts at the phase of “looking for a main interest”. This is why it was ineffective.