The Promotion of Knowledge Structure and Comprehension Ability Using Different Learning Process of Concept Mapping Strategies Author: Shwu-Ching Jiang (Department of Child Care of Science and Technology, National Pingtung University), Sheng-Yu Kuo (Department of Educational Psychology and Counseling, National Taiwan Normal University)

Vol.&No.：Vol. 42 (New Version)
Date：October 1997
Pages：1-16
DOI：10.3966/2073753X1997104201001

Abstract：

The main purpose of this study was to explore the effect of knowledge structure and comprehension ability by using different learning process of concept mapping strategies with different natural science abilities students. Two-way between-subjects factorial design was used. Two hundred and one six-graders were categorized into low - middle and high natural science ability based on Science Ability Test for the First Year Junior High School Students. Furthermore, they were randomly assigned into three groups of drawing concept mapping strategy - reading concept mapping strategy and general reading strategy. One week later, the Knowledge Structure Test was conducted and Pathfinder Network was used to obtain three knowledge indices, then Two-way factorial MANOVA was used. Comprehension Ability Test was conducted and two-way factorial ANOVA was used too. Results indicated as follows: The effects of knowledge structure and comprehension ability were obtained based on different learning process of concept mapping strategies with different natural science ability students. (1) Comparing with general reading strategy group, high ability students could not be further promoted knowledge structure and comprehension ability by using different learning process of concept mapping strategies. (2) In most cases, comparing with general reading strategy group, middle ability students could be promoted knowledge structure and comprehension ability by using different learning process of concept mapping strategies (3) With regard to low ability students, knowledge structure and comprehension ability was more effectively promoted by using reading concept mapping strategy instead of general reading strategy. By using drawing concept mapping strategy, knowledge structure was not more effectively promoted, but comprehension ability was more effectively promoted than using general reading strategy.

Keywords：knowledge structure, pathfinder network, concept mapping strategies, comprehension ability

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