The Effects of Metacognition and Concept Mapping on Opened and Closed Tasks Searching Outcomes

• Main Authors: Sen-Te Chiu, 邱森德
• Other Authors: Chuen-Tsai Sun
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/83857114025153306228

碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 94 === Abstract The aim of the study is to investigate how junior high students’ metacognition and concept mapping ability work on their web searching tasks. One group pretest-posttest design was applied to 160 junior high students, the experimental samples in this study. The study instruments included concept mapping worksheet, web searching tasks and metacognition questionnaire in which students were expected to perform metacognition strategies including planning, monitoring, and assessment. To get further understanding of students’ web searching behaviors, “Correlated sample t test”, “Correlation test”, “Multiple regression” , “One-way ANOVA” and “Mix design ANOVA” were used in this study for analyzing students’ metacognition and concept mapping effects on their searching outcomes. This study found that students with richer monitoring strategies could attain better searching outcomes, especially on an opened search task. Meanwhile, concept mapping strategies did help and improve students’ searching outcomes. Students with both “cross-links” and “examples” (concept mapping abilities) could achieve better searching outcomes in which “examples” make better search-effects than “cross-links”. In addition, the better monitoring strategies students have, the better concept mapping ability they show on their searching outcomes. According to the results of this study, suggestions for teachers constructing “Web Searching Tasks” were given. The aims are constructing better web searching tasks that promote students’ web-searching efficiency and help students get on-line information precisely. Keywords: Metacognition, Concept mapping effects, Searching outcomes