A Study of the Effects of Concept Mapping on Science Reading Comprehension of Elementary Students

• Main Authors: Tsou Yeong-Yuh, 鄒永裕
• Other Authors: Wang Mei-Fen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/36972777423854977232

碩士 === 臺北市立教育大學 === 科學教育研究所 === 95 === The purpose of this study was to explore how concept mapping instruction affects elementary students’ comprehension ability in science reading. Quasi-experimental design was used in this study, and two fifth grade classes of the elementary school in Kee-Lung are the subjects of the study. In this study, students were divided into the experimental group with 32 students which were taught by concept mapping instruction; the other group would be the control group with 32 students taught by ordinary instruction. Furthermore, according to their scores from Chinese Language Ability Test（CLAT）, all the students would be grouped into three groups as the following, high, mid and lower group to know more about the effects of concept mapping instruction toward students’ linguistic ability. Two quantitative tools “Science Reading Comprehension Test（SRCT）” and “Chinese Language Ability Test” had been used in the study. These tools enabled us to evaluate students’ comprehension ability in science reading and linguistic ability. And the study focuses on the following four units, “The Stars”, “Acidity and Alkalinity of the Solutions”, “Animals” and “How the Tools Work” on the textbooks. Before the end of each unit, concept mapping instruction was conducted for two hours and after, students took the test of SRCT to see what the different between two groups. Then, to decide how many teaching hours or units will be needed for concept mapping instruction in order to reach high proficiency of comprehension ability in science reading according to the test scores. The results show that: （1）After taking 6 hours (3 units) concept mapping instruction of reading, the average scores of SRCT of experimental group students are apparently higher than the students of the control group. （2）There’s no significant difference between the mean scores of elementary students’ linguistic ability for experimental group and control group. （3）There exists significant correlation between the mean scores of elementary students’ language ability and science reading comprehension.