Abstract
This study was aimed to examine the relative effects of concept-mapping and summarization learning strategy on improving primary students’ science learning achievement, cognitive and metacognitive ability as compared to a self-review and traditional teaching approach (control group). Seven fourth-graders participated for eight consecutive weeks. A non-equivalent pre-posttest control-group experiment was conducted. Results indicated that students assigned to the concept-mapping group performed statistically better than those in the other three groups on use of cognitive strategies. Moreover, students assigned to the concept-mapping group performed statistically better than those in the control group on academic achievement and the use of metacognitive strategies. However, summarization learning strategy did not induce such cognitive effects in students as concept-mapping did. Finally, no interaction were observed in any of the measured variables between learning strategy and gender. Suggestions for classroom teachers and future studies were proposed.
| Keywords: | knowledge representation; metacognitive strategy; concept mapping; summarization; learning strategy |
|---|
[Chinese Version | Index | Chinese Journal of Science Education | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .