The Impact of Science Writing through Concept Mapping on 5th Graders' Metacognitive Ability

• Main Authors: Wen-hsuan Chen, 陳玟璇
• Other Authors: Meichun Lydia Wen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/78298006817576069120

碩士 === 國立彰化師範大學 === 科學教育研究所 === 95 === Abstract The purpose of the study is to promote 5th graders' metacognitive ability by science writing through concept mapping. The study used Solomon four-group design and involved 138 5th graders. Sixty-eight students were assigned to the experimental group, while seventy students were assigned to the control group. The tools used for this study were “metacognitive ability instrument”, “concept map questionnaire”, and “Inspiration7.6 software”. Data analysis methods include ANCOVA, one-way ANOVA, independent-samples t test and paired-samples t test. The study tends to figure out if there was any significant difference between the experimental and control group. The results of this study are as follows： (1) The difference between the experimental group and the control group are prominent on planning and evaluating. The post-tests of the experimental group are better than the pretests. (2) Concept mapping is a good tool that is able to improve the students’ interest in learning science. In addition, their attitudes toward science learning were positive after the experiment. (3) The metacognitive ability of the girls was better than that of the boys in every metacognition dimension. Finally, based upon the result of the research, we propose summaries and suggestions for teacher instruction and students learning. The research could be the reference of later exploration with respect to improving the elementary school teaching of Science and Life Technology.