개념 체계도형 학습 자료가 고등학생의 생물 지식 학습에 미치는 영향
The Effect of Concept Map Instructional Material on High School Students’ Biology Knowledge Learning
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The main purpose of this study was to investigate whether there were effective differences between the written form and the concept map in the instructional materials for biology. For this study, 189 high school girls of eight classes (10th graders) were sampled from a high school in Seoul, Korea. The students were divided into four groups. Group A (48 students) was offered non-hierarchically described reading material, Group B (47 students) was offered hierarchically described reading material, Group C (48 students) who were unfamiliar with concept map was offered concept maps, and Group D (46 students) who were familiar with concept map was offered concept maps. The results showed, first, for the concept map group (Group C & D), the average of the post test was 16.1 points out of 35, and the average of the retention test was 11.0 points out of 35, which was higher than the post test average (14.1 points) and the retention test average (8.2 points) of the written form group (Group A & B). There were no significant statistical differences between Group A and B in the average of the post test and in the average of the retention test. Second, the retention test average of Group D (11.0 points) was higher than that of Group A & B. On the other hand, there was no significant statistical difference between Group C and D in the average of the retention test. In conclusion, this study showed that providing students with concept maps in biology instructional materials allowed them to learn the material meaningfully and was effective in long-term retention.
Abstract
The main purpose of this study was to investigate whether there were effective differences between the written form and the concept map in the instructional materials for biology. For this study, 189 high school girls of eight classes (10th graders) were sampled from a high school in Seoul, Korea. The students were divided into four groups. Group A (48 students) was offered non-hierarchically described reading material, Group B (47 students) was offered hierarchically described reading material, Group C (48 students) who were unfamiliar with concept map was offered concept maps, and Group D (46 students) who were familiar with concept map was offered concept maps. The results showed, first, for the concept map group (Group C & D), the average of the post test was 16.1 points out of 35, and the average of the retention test was 11.0 points out of 35, which was higher than the post test average (14.1 points) and the retention test average (8.2 points) of the written form group (Group A & B). There were no significant statistical differences between Group A and B in the average of the post test and in the average of the retention test. Second, the retention test average of Group D (11.0 points) was higher than that of Group A & B. On the other hand, there was no significant statistical difference between Group C and D in the average of the retention test. In conclusion, this study showed that providing students with concept maps in biology instructional materials allowed them to learn the material meaningfully and was effective in long-term retention.
참고문헌 (20)
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