後設認知與概念構圖對封閉與開放式任務搜尋成效的影響

Abstract

中文摘要 本研究在探討網路學習環境中學習者的後設認知與概念構圖能力對國中生自然科搜尋成效的影響。經文獻探討後架構採前實驗設計之單組前測-後測設計，研究對象是以160名國中生(五班)為樣本，過程中運用「後設認知問卷」、「自編概念構圖評量單」、「自編搜尋任務作業單」為研究工具，其中後設認知問卷則包含了計畫、監控、評估策略等三個策略向度。在經由相依樣本t檢定、相關檢定、多元迴歸分析、單因子變異數分析及混合設計二因子變異數分析等統計方法，將研究中主要發現加以歸納結論，並進一步提出建議，以作為教師規畫自然科網路搜尋課程時的參考。 研究結果顯示： 一.後設認知中的「監控策略」能力越高，自然科的搜尋成效表現越好；而「監控策略」能力的高低在「開放式任務」中對搜尋成效具有顯著的差異。 二.概念構圖學習策略能幫助提昇學生對於自然科的搜尋成效，而概念構圖能力中「交互連結」、「舉例」能力越高者，搜尋成效越理想；其中「舉例」對搜尋成效的影響性高於「交互連結」。 三.後設認知中監控策略能力越高，概念構圖的表現也越好。

Abstract The aim of the study is to investigate how junior high students’ metacognition and concept mapping ability work on their web searching tasks. One group pretest-posttest design was applied to 160 junior high students, the experimental samples in this study. The study instruments included concept mapping worksheet, web searching tasks and metacognition questionnaire in which students were expected to perform metacognition strategies including planning, monitoring, and assessment.

To get further understanding of students’ web searching behaviors, “Correlated sample t test”, “Correlation test”, “Multiple regression” , “One-way ANOVA” and “Mix design ANOVA” were used in this study for analyzing students’ metacognition and concept mapping effects on their searching outcomes.

This study found that students with richer monitoring strategies could attain better searching outcomes, especially on an opened search task. Meanwhile, concept mapping strategies did help and improve students’ searching outcomes. Students with both “cross-links” and “examples” (concept mapping abilities) could achieve better searching outcomes in which “examples” make better search-effects than “cross-links”. In addition, the better monitoring strategies students have, the better concept mapping ability they show on their searching outcomes.

According to the results of this study, suggestions for teachers constructing “Web Searching Tasks” were given. The aims are constructing better web searching tasks that promote students’ web-searching efficiency and help students get on-line information precisely.

Keywords: Metacognition, Concept mapping effects, Searching outcomes