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研究生:賴宗誠
研究生(外文):Lai Tsung Cheng
論文名稱:應用命題結構相似方法於概念圖評量之研究
論文名稱(外文):Proposition Similarity as a Method of Assessing Concept Maps
指導教授:邱瓊慧邱瓊慧引用關係
指導教授(外文):Chiung-Hui Chiu
學位類別:碩士
校院名稱:臺南師範學院
系所名稱:資訊教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:51
中文關鍵詞:概念圖概念構圖命題圖相似性評分
外文關鍵詞:concept mapconcept mappingpropositionsimilarityscore
相關次數:
  • 被引用被引用:10
  • 點閱點閱:329
  • 評分評分:
  • 下載下載:60
  • 收藏至我的研究室書目清單書目收藏:3
概念構圖是一種利用繪製概念圖來表示關於一主題的知識結構,幫助學習者認知主題知識內容的技術。藉由概念圖的分析,教師可針對學生的學習情形進行判斷,以瞭解學生的學習成果。同時根據此結果給予回饋(feedback),矯正學生錯誤的觀念。本研究希望能利用將概念圖轉換成命題圖的技術,發展評量概念圖的分析方法,同時設計一概念構圖活動,蒐集學生的概念圖,並針對本研究所提之分析學生概念圖方法的有效性進行評估。本研究結果發現以命題圖結構分析來評量概念圖之結果和Novak and Gowin評量概念圖結果,其Pearson相關值達到r=.873的高度相關,且此相關值較Goldsmith 等人的Closeness評量方法與Novak and Gowin評量概念圖結果的Pearson相關值r=.752為高。亦即利用命題圖結構分析來評量概念圖其結果是有效的,且其效果比Goldsmith等人的Closeness評量方法來的合理。
Concept mapping is a kind of knowledge structure to deal with a given topic by mapping out the related ideas. It is a useful skill for helping a learner to get a full picture of the thematic materials. With the analysis of the concept map, a teacher can assess the learning process of students and better understand the result of their learning. By converting concept maps into proposition maps, this research develops an analytical method to evaluate the concept maps. At the same time, a concept mapping activity is created to collect students'' concept maps, thus assessing the validity of the analytical method employed therein. Based on the findings in this research, the result of evaluating a concept map through proposition mapping is highly related to that of Novak and Gowin''s evaluation of a concept map. Its Pearson related value reaches r=.873. Such a correlated value is higher than that of Goldsmith''s closeness assessment and Novak and Gowin''s evaluation of concept maps (r=.702). Accordingly, the result is more reasonable than Goldsmith''s closeness evaluation.
第一章 研究背景及目的
第一節 研究背景 …………………………………………………………………. 1
第二節 研究目的 …………………………………………………………………. 3
第二章 文獻探討
第一節 概念圖的界定 ……………………………………………………………. 4
第二節 概念圖評分方法的介紹 ………………………………………………… 6
第三節 圖形結構相似性………………………………………………………….. 12
第四節 針對文獻探討章節進行結論……………………………………………. 13
第三章 概念圖結構分析方法之設計
第一節 圖形結構相鄰區域之測量………………………………………………. 14
第二節 以「命題節點」為分析單位…………………………………………….. 14
第三節 計算兩概念圖的相似值PS………………………………………………. 18
第四節 計算學生概念圖和專家概念圖的相似值PS…………………………... 20
第四章 概念圖結構分析方法之評估
第一節 概念構圖活動…………………………………………………………….. 22
第二節 概念構圖環境……...……………………………………………………... 24
第三節 概念圖評分機制………………………………………………………….. 26
第四節 專家概念圖……………………………………………………………….. 30
第五節 資料處理………………………………………………………………….. 32
第六節 資料分析………………………………………………………………….. 33
第五章 結果與討論
第一節 結果 ………………………………………………………………………. 34
第二節 討論 ………………………………………………………………………. 36
第六章 結論與建議
第一節 結論 ………………………………………………………………………. 41
第二節 建議 ………………………………………………………………………. 41
參考文獻
壹、 中文部份 ………………………………………………………………………. 43
貳、 英文部份 ………………………………………………………………………. 44
附錄
壹、 附錄一 …………………………………………………………………………. 48
中文部份
宋德忠、張國恩、陳淑芬 (1997)。電腦化概念構圖系統在知識結構測量上的應用。發表於第三屆峽兩岸測驗學術研討會。台北。
宋德忠、陳淑芬、張國恩(1998)。電腦化概念構圖系統在知識結構測量上的應用。測驗年刊,45輯2期,37-56頁。
吳偉碩(民90)。網路合作概念構圖系統之發展。國立台南師範虛學院碩士論文。
邱上真(民78)。知識結構的評量:概念構圖技巧的發展與試用。特殊教育學報,4,215-254。
邱瓊慧、許智超、吳偉碩、莊巧華(accepted):COME:網路概念構圖系統。6th Global Chinese Conference on Computers in Education(第六屆全球華人計算機教育應用大會)。
黃台珠(民83)。概念圖在國中生物教學上的成效研究(I)。 國科會計劃:NSC83-0111-S-017-015。
黃台珠(民84)。概念圖在國中生物教學上的成效研究(II)。國科會計劃:NSC84-2511-S-017-003。
楊冠政、周儒(民83)。國二學生環境知識的概念結構。國科會計劃:NSC83-0111-S003-059-Z。
英文部份
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