Concept Mapping as an Instructional Strategy for High School Biology
Concept Mapping as an Instructional Strategy for High School Biology
复制标题
概念图作为高中生物学的教学策略
DOI：
10.1080/00220671.1990.10885996
复制
发表时间：
1990
影响因子：
2.1
通讯作者：
G. Telaro
中科院分区：
文献类型：
--
作者：
Richard F. Schmid;G. Telaro
本研究将概念图作为高中生学习生物学概念的一种教学策略进行评估。概念图要求学习者在一个有意义的组织网络中描绘概念及其相互关系，它与既定的课程方法进行了比较，并在与不同言语能力的学习者的互动中进行了测试。该设计强调外部效度。正如假设的那样，概念图促进了低能力学习者的表现，但仅在较高水平上促进了关系知识。讨论了该技术的有用性，因为它能够使学习个性化并提高学习质量，而对教学系统几乎没有额外的努力或资源成本。
AbstractIn this study, concept mapping was assessed as an instructional strategy for use by high school students in learning biology concepts. Concept mapping, which requires learners to plot concepts and their interrelations in a meaningful organizational network, was compared with an established curriculum approach and tested in an interaction with learners of varying verbal ability. The design emphasized external validity. As hypothesized, concept mapping facilitated low-ability learners’ performance, but only on higher level, relational knowledge. The usefulness of the technique was discussed in terms of its ability to individualize and raise the quality of learning with little extra effort or resource costs to the instructional system.