以過程圖提高化學實驗技能的學習成就：對－硝基乙醯苯胺之水解 作者:王澄霞(國立臺灣師範大學化學系)

摘要：

本研究以過程圖為一種後設認知工具，藉此工具，學習者組織、建構、修正及提升他們的認知結構，生成自己對實驗活動的理解，面對新情境時，亦能解決化學實驗問題。
本研究針對化學實驗技能，訂定過程圖學習／評量模式，讓學習者使用過程圖模式，進行有機化學實驗，由結果來驗證此模式的成效。研究結果，過程圖畫的好的學生，相對的實作成績及技能測驗成績也好。結果證明過程圖學習／評量模式是有效的。

《詳全文》

Improving Chemistry Experimental Learning Through Process-Mapping -Hydrolysis of p-nitroacetanilide- Author: Cheng-Hsia Wang(Department of Chemistry, National Taiwan Normal University)

Abstract：

The heuristic concept mapping is a kind of metacognitive strategy which helps learners (1) link prior knowledge to a new information, (2) understand concepts and relationship between them, and (3) see the hierarchical, conceptual, and propositional nature of knowledge
This study was undertaken to find out if process-mapping serves as a metacognitive tool to help learners link, organize, construct, modify, and elabor-ate their prototype process-concept frameworks to meet new situations and solve chemistry problems e.g., hydrolysis of p-nitroacetanilide. A model of learning/ assessment was designed using process-mapping to develop chemistry experimental skills. The effectiveness of using the model in instructing organic chemistry experiments was evaluated.
Twenty-three students (100%) passed the experimental assignments. Twenty students (86.9%) passed the chart drawing. Twenty-three students (100%) passed (Pj > 80%) the post-test. The majority of the students did well in the structured charts who also obtained good experimental results (high yield and high purity); they were good in the experimental skill tests . Only a few students did poorly in the maps. Overall students' learning achievements were high. With respect to (a) the structured process-maps drawn by students, (b) students' learn-ing evaluated by test items, and (c) students' practical works, consistencies were 90.9% each for (a) with (b), (a) with (c), and (a) with (b) with (c), and 100% for (b) with (c). The positive correlation among results of students' process-mapping, practical works, and test results seemed to indicate that concept mapping can serve as a tool to help learners organize, construct, modify, and elaborate their cognitive frameworks to solve a new chemistry experimental problem. The model of learning/assessment using structured process map was thus found effective.