Attaining Meaningful Learning of Concepts in Genetics and Ecology: An Examination of the Potency of the Concept-Mapping Technique.
Attaining Meaningful Learning of Concepts in Genetics and Ecology: An Examination of the Potency of the Concept-Mapping Technique.
复制标题
实现对遗传学和生态学概念的有意义的学习：概念图技术效力的检验。
DOI：
10.1002/tea.3660270508
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发表时间：
1990
影响因子：
4.6
通讯作者：
P. Okebukola
中科院分区：
文献类型：
--
作者：
P. Okebukola
研究表明，在生物学学习中，学生认为遗传学和生态学是难学的领域。这已经转化为对遗传学和生态概念的死记硬背，并反映在涉及这些概念的测试中表现不佳。考虑到遗传学和生态学对于人类理解自身和环境的重要性，有必要探讨如何确保学生获得有意义的遗传学和生态学学习，而不是死记硬背。这项研究对 138 名生物学预科生进行了试验，验证了概念图策略的有效性。结果显示，实验组中采用概念图技术的 63 名学生在遗传学有意义学习测试中表现明显更好，t(136) = 16.01。 p < 0.001，生态学，t(136) = 12.27，p < 0.001，优于对照组 (N = 75)。文章讨论了这些结果对生物学教师教育的影响。
Studies have shown that in their study of biology, students perceive genetics and ecology to be difficult areas to learn. This has translated into rote learning of genetics and ecological concepts and reflected in poor performance in tests involving these concepts. Considering the importance of genetics and ecology to man's understanding of himself and his environment, there is a need to inquire into ways of ensuring that students attain meaningful learning of genetics and ecology rather than learning by rote. The efficacy of the concept-mapping strategy was tried out in this study with 138 predegree biology students. The results showed that the 63 students in the experimental group who employed the concept-mapping technique performed significantly better on the test of meaningful learning in genetics, t(136) = 16.01. p < 0.001, and ecology, t(136) = 12.27, p < 0.001, than their control group counterparts (N = 75). The implications of these results for teacher education in biology are addressed in the article.