Concept Map Study on the Version Differences in Supporting Reading Comprehension of 8th Grade Science Textbook
| Autor: | CHEN, HUI-YUN, 陳輝雲 |
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| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 This study aims at “organic compounds” in two versions of science textbook which is taught in the second semester of eighth grade, to explore the effect of science textbooks in supporting students’ learning by reading. The research participants included 8 seventh graders who have not learned the unit, 8 eighth graders who have learned the unit, and 8 adults who have not studied the unit for more than 10 years, 24 participants in total. Latin square design is used in this study. Four persons from each group were randomly selected to read A version first and then read B version. The other four persons were asked to read B version first and followed by A version. The participants’ reading comprehensions were revealed by their concept maps drew after each reading. Before first reading, each participant was asked to draw a concept map based on his/her understanding of “organic compounds” (pre-reading concept map C0). After first reading, the first post-reading concept map (C1) was collected. Next, the second post-reading concept map (C2) was collected after the second reading. In addition, interviews and surveys were used to obtain deeper understanding about what the participants thought while drawing the concept maps and editing of the textbooks. Calculation of concept map points was conducted according to Novak & Gowin’s (1984) concept map scoring system (Proposition: 1 pt, Hierarchy: 5 pts, Examples: 1 pt, Cross Links: 10 pts). The content of concept map was categorized into “definitions”, “history”, “categories” and “composition” in order to conduct a more in-depth analysis of the changes in the reading comprehension. The results of analysis of variance indicated that the order of reading has significant difference. Reading A version first followed by B version obtain better understanding. As for single reading, B version textbook readers got significantly more concept mapping scores than A version readers. Upon further analysis in the contents of concept maps, results shows that A version readers performed better in “definitions”, “history” and “categories”; while B version readers obtained more in “composition” because of plenty authentic examples in the textbook. Additionally, according to interviews and surveys, participants pointed out that B version emphasized more on scientific inquiry and practice with large amount of examples, that help readers easily connect the content in the textbook to everyday life, and benefit for more in-depth learning. From the above, it is concluded that A version textbook which provides basic knowledge can help readers in obtaining overall understanding, while the real-life examples provided in B version textbook can help readers to shape the concepts more clearly. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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