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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46749

Title: The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students
Authors: Cheng-Chieh Chang
Guan-Ying Liu
Kuang-Jung Chen
Cheng-Hao Huang
Yu-Ming Lai
Ting-Kuang Yeh
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: geographic science learning
conception retention
ollaborative computer-based concept mapping
Date: 2017
Issue Date: 2018-06-04T07:05:01Z
Publisher: EURASIA Journal of Mathematics Science and Technology Education
Abstract: Abstract:This study explored the effects of a collaborative computer-based concept mapping strategy on Geographic Science learning outcomes in junior high school students. A quasi-experimental approach was applied to a sample of 85 9th grade students. Class instruction lasted for five weeks, with two classes each week. Using the quasi-experimental research approach, 27 students were assigned to a constructive activities group that received instruction without concept mapping assistance (NCM), 28 students were assigned to a group that received individual computer-based concept mapping (CBCM) assisted instruction, and 30 students were assigned to a group that received collaborative computer-based concept mapping (CCBCM) assisted instruction. We explored the impact of these methods of instruction on students’ memorization, understanding, and application of concepts and on their higher order cognitive ability. The findings revealed that the CCBCM and CBCM groups scored better than the NCM group on the post-test. On the retention test, the CCBCM group outperformed the NCM group on all subtests.
Relation: 13(8) pp.5049–5060
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/46749
Appears in Collections:[教育研究所] 期刊論文

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