The Study on Concept Mapping Teaching Application on Geography in Junior High School.

• Main Author: 顏至瑩
• Other Authors: 游進年
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/86760207373073723866

碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 99 === This study was aimed to explore the effect of concept mapping teaching approach on the learning outcome, learning motivation and learning attitude of junior high school students’ geography. Both quasi-experimental research method and nonequivalent pretest-posttest design were administered to collect data by conducting a six-week concept mapping teaching experiment with two classes of eighth-grade students at Taipei Municipal DAI-DE Junior High School. The participants were divided into the experimental group (37) and the control group (35), and each group was further grouped into high, middle and low learning achievement subgroups to explore the effect of concept mapping on these different groups. Last, questionnaires were filled out by the experimental group to investigate the students’ reception to and evaluation of concept mapping teaching approach. The research tools used included the learning achievement tests and questionnaires. The data collected were processed and analyzed with statistical methods including frequency distribution, percentage, mean, standard deviation, and ANCOVA. The conclusions were as follows: 1.Concept mapping teaching approach could enhance the learning outcome of junior high school students learning geography. 2.Among the high, middle and low learning achievement groups, concept mapping teaching approach enhanced the learning outcome in middle and low learning achievement groups to a statistically significant level. 3.Concept mapping teaching approach had no significant effect on enhancing students’ learning motivation. 4.Concept mapping teaching approach could cultivate students a more positive learning attitude. 5.Students in the experimental groups held positive attitude toward concept mapping teaching approach. Based on the conclusions, several suggestions were offered to junior high schools teachers, Educational Authority concerned and further researchers respectively.