A Study of Integration of Computerized Concept Mapping into Teaching Social Studies – Using the Topic of Aboriginal Traditional Culture as an Example

• Main Authors: Wei-ping Tien, 田維平
• Other Authors: I-wen Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/83485612214682122461

碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 98 === This research integrated computerized concept mapping into teachings of Social Studies to elementary school students, using the topic of aboriginal culture as an example. The purpose of the study was to explore misconceptions of school children on the topic of aboriginal culture and evaluate students’ learning achievement on concept mapping, changes of misconceptions, and perceptions of learning computerized concept mapping. The main research method was a qualitative one, and a quantitative method was incorporated in the study. The participants were 12 fifth grade elementary students from Tainan County. The students were categorized into three groups, low, medium, and high, based on their academic performances. The study was conducted for three months and the data were collected by interviews, classroom observation, assignments written by the students, and teaching journals. The results were as in the following: 1. There were eight types of misconceptions and possible causes for the misconceptions might be (1) learner differences (2) environment factors (3) language barrier. 2. On learning computerized concept mapping, the high learning achievement group demonstrated the best learning performance. The medium learning achievement group had the most improvement, and the low learning achievement group had a limited progress. 3. On the changes of misconceptions: (1) The high learning achievement group clarified all the misconceptions. (2) The other two groups clarified part of the misconceptions, and they made progress on the construction of the new knowledge. (3) The high learning achievement group changed their misconceptions in a fastest pace and the low learning achievement group had a slowest change of their misconceptions. 4. On the perceptions of learning computerized concept mapping: (1) Using computerized concept mapping can benefit the students on learning Social Studies. (2) The students felt they are not confident when using the concept mapping software in English version. (3) The students would like to understand more about the concept mapping software and recommend it to other students. (4) Utilizing the computerized concept mapping into teaching Social Studies was a positive and recommendable approach.