| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 95 === The purposes of this research was to explore how to help the 6th grade students organize their knowledge structure by the action research of integrating concept mapping into the science teaching.
To achieve the research objective, this research underwent the cycle of planning, acting, reflecting, modifying and so on. The researcher gathered teaching plans, reflective journals, student’s documents, interviews, and class photos and so on. Triangulation was used to validate the findings.
There were three stages of the action research. (1)Preparation stage: The teacher taught concept mapping technique and guided students to make concept maps with free topic and specific topic, then requested students to make concept maps by themselves in this stage. The teacher addressed some solutions to solve some problems. For example, the experimental outcomes mismatched the expected answers, the reference materials of the concept mapping techniques were less, students lacked confidence in themselves and so on. (2)Trial stage: The students built the unit concept map by themselves in groups at this stage. There were some strategies, the implements of concept maps as pretest, designing work sheets, taking notes after the class, and making concept mapping as a final assessment. The teacher addressed some solutions to solve some problems. For example, the experimental outcomes mismatched the expected answers, the reference materials were too much and so on. (3)Final stage: The students had to illustrate the key points and make parts of a concept map after the class. Until the unit ended, every student made up several parts of a concept map to a complete one by himself/herself, not through group’s discussion.
The “hierarchies”, “relationships”, “examples” and “cross-links” of students’ maps had made much progress and revealed creativity and uniqueness. The representation of students’ concept maps had exceeded teacher’s expectancy.
The teacher’s reflections were: (1)The abilities of the teacher’s evaluating and modifying curriculum, concept mapping, collecting data, and solving problems were promoted. (2)5E learning cycle strategy and concept mapping strategy used together with enough time could complement each other. (3)The teacher can solve problems about concept mapping with the essential principals of concept mapping. (4)The most important of all, the teacher can promote students’ learning effectiveness with the match between teaching strategy and the assessment.
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