The Effect of Concept Mapping Instructional Strategy on Learning Effectiveness in Geography for Seventh Grade Students

• Main Authors: TSAI,PENG-YU, 蔡芃郁
• Other Authors: TSENG,YU-TSUN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/883y95

碩士 === 國立中正大學 === 教育學碩士在職專班 === 107 === This study aimed to explore the effect of concept mapping instructional strategy on concept mapping ability and learning effectiveness, as well as students' attitude towards the application of concept mapping instructional strategy in geography for seventh-grade students. This study adopted the “nonequivalent pretest-posttest” design. Participants were 43 seventh-grade students from junior high school in Tainan City, 20 in the experimental group learning concept mapping strategy; 23 in the control group attending regular class sessions. The experiment lasts 10 sessions in 5 weeks. The instruments include "Concept Mapping Ability Test", "Geography Achievement Test" and "Students' Feedback on Concept Mapping Instruction Questionnaire". The results were as follows: 1.Concept mapping strategy has significantly improved the ability of students’ concept mapping. 2.Concept mapping strategy didn't significantly improve learning effectiveness in geography. 3.Student’s attitudes toward concept mapping instructions include: (1)Students think the more concepts there are, the more difficult to draw concept maps; concept extraction is more difficult than providing linking words; the process of concept mapping requires guidance from teachers. (2)Students respond positively to the learning effect of concept mapping. (3)Students respond positively to the teaching methods of concept mapping. Specifically, they are willing to use concept mapping to learn geography and other subjects, but they don't think that concept mapping is interesting enough, and half of the students feel difficult to draw the concept maps.