| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 103 === The purpose of this study was to investigate the effect of thinking maps strategy instruction on science learning of elementary student with learning disabilities. The study was conducted by using multiple-probe across subjects’ design of single subject research. The participants were three students of the fifth grade with learning disabilities in Taoyuan.
The independent variable was thinking maps strategy instruction, the dependent variable was the scores for science achievement test, and the data analysis was to use visual inspection. Furthermore, this study used feedback and teaching questionnaires to analyze the participants and teacher’s view and satisfaction about thinking maps strategy instruction. The results of this study were as follow:
1.After accepting thinking maps strategy instruction, three participants scored higher than the baseline that was positive and growing trend in science achievement test. Obviously, thinking maps revealed immediate effects on improving participants’ science learning.
2.Three participants’ scores was close between the maintenance stage and intervention stage in science achievement test. Therefore, thinking maps strategy instruction had retainable effects on science learning of elementary student with learning disabilities.
3.The participants and teacher were satisfied with the thinking maps strategy instruction and kept positive thinking.
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