以本體論提昇學生概念成效之研究

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題名:
以本體論提昇學生概念成效之研究
著者: 蔡榮熙; Tsai, Rong-shi
李建億; C.I. Lee; 數位學習科技系數位學習科技碩士在職專班
主題: 概念構圖; 本體論; concept map; Ontology
描述: 本論文主要探討利用本體論來建立專家概念構圖，並以此概念圖作為基礎協助學習者做學習導覽，從認知理論學習者將外界刺激經過同化與調適的認知過程產生新的知識架構，以 Novak 的觀點這才是有意義的學習。然而在此過程學習者必須從舊有知識結構做搜尋比對等同化與當新舊知識產生衝突所需要調適，對學習者言可能產生認知負載，以致產生學習挫折，甚至不願意學習。因此本論文將以本體論建置專家概念圖之導引學習系統，稱為概念學習系統(Concept Learning System CLS)，簡稱為 CLS 系統，該系統以概念與程序鷹架協助學生對領域課程建立正確的知識結構。為對學生所建立知識架構是否正確，則以學生概念構圖與專家構圖來做比對，評估學生知識結構。本研究對象為台南縣某縣立國中一年級學生共七十三人，分成實驗組與對照組，以自然與生活科技之地球科學的水圈為實驗課程內容。從實驗結果得知使用CLS 系統協助學生建立概念構圖，其成效要比傳統教學學生所產生的概念構圖為佳，達到顯著水準，而在學習成上就則無顯著差異。此外以空間能力高的學習者，利用CLS 學習後在建構概念圖的成效最為顯著。同樣是男生，經過 CLS 系統學習後在學習成就高於傳統教學，但未達顯著。同樣是 CLS 學習方式，男生學習成就高於女生，但在概念成效反而低於女生，但未達顯著差異。以相關性而言：概念構圖成效與學習成就沒有達到顯著相關、空間能力與概念構圖成效是有顯著相關、不同學習方式(CLS 學習與傳統學習)在概念構圖成效上是有顯著相關。
This thesis focused on the use of ontology to establish the concept mapping of experts,the concept map as a basis to assist the students to do the study guide.From cognitive theory , the students will generate new knowledge structure from the outside stimulation via assimilations and accommodations of cognitive process ,this is a meaningful learning in Novak''s perspective. In this processes,the students must search and compare in new knowledge and accommodate in conflicts between the new structure and the old one. The students may have made cognitive load,then arise the learning setbacks and even do not want to learn. Our proposed system (called CLS system) could help the students to set up correct knowledge structure in the field of curriculum by the concept and process scaffolds. We compare student''s concept mappings with expert''s concept mappings to check whether the student''s knowledge structure is correct or not, and then do an assessment of student knowledge structure. Experiment data of this study was founded in Tainan county junior high school 73 eighth grade students were divided into the experimental and control groups. Course content is water field of earth Sciences of natural and life science. From the experiment results,the CLS systems could help the students to establish the concept mapping , the effectiveness of constructing mapping is better than which in traditional teaching, and up to a significant level, but there was no significant difference in learning achievement. With high spatial ability students to learn the use of CLS in the concept mapping to build the effectiveness of the most significant. The boys who learn with CLS system helping is better in learning achievements than learn with traditional teaching,but not significant. In the CLS learning styles,learning achievement of boys is better than girls,an yet concept mapping effects of girls is better than boys,that is not significant. In terms of relevant,the effectiveness of concept mapping and learning achievement has not significantly correlation. Space capabilities and the effectiveness of concept mapping is a significant correlation.
碩士
建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2906
資源來源: NUTN IR

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以本體論提昇學生概念成效之研究

蔡榮熙; Tsai, Rong-shi 李建億; C.I. Lee; 數位學習科技系數位學習科技碩士在職專班 2009

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