東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A comparative study of note-taking, ...

Keng, Hsiao-Tseng.

FindBook

Google Book

Amazon

博客來

A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature./
作者:	Keng, Hsiao-Tseng.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 1996.
Contained By:	Dissertation Abstracts International57-05A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9629675

A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature.
Keng, Hsiao-Tseng.

A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature. - 159 p.

Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 1996.

Thesis (Ph.D.)--The University of Iowa, 1996.

This study was designed to compare the effectiveness of note-taking, outlining, and concept mapping learning strategies on non-science students' understanding of heat and temperature at a teachers college in Taiwan. Six classes of sophomore non-science major students spent two weeks learning about heat and temperature while using the different learning strategies. Students' understanding was measured in terms of performance on a traditional multiple-choice examination, a constructed-response (essay) examination and an interview (oral) examination.Subjects--Topical Terms:

521340
Science education.

A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature.
LDR:03142nmm a2200301 4500 001 2072111
005 20160723162021.5
008 170521s1996 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9629675
035 $a AAI9629675
040 $a MiAaPQ $c MiAaPQ
100 1 $a Keng, Hsiao-Tseng. $3 522897
245 1 2 $a A comparative study of note-taking, outlining and concept mapping learning strategies on National Taipei Teachers College students' understanding of heat and temperature.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 1996.
500 $a Supervisor: James A. Shymansky.
502 $a Thesis (Ph.D.)--The University of Iowa, 1996.
520 $a This study was designed to compare the effectiveness of note-taking, outlining, and concept mapping learning strategies on non-science students' understanding of heat and temperature at a teachers college in Taiwan. Six classes of sophomore non-science major students spent two weeks learning about heat and temperature while using the different learning strategies. Students' understanding was measured in terms of performance on a traditional multiple-choice examination, a constructed-response (essay) examination and an interview (oral) examination.
520 $a The results of the analyses permit the following statements: in terms of the overall students' performance as measured by the total examination scores (multiple-choice score + essay score), students who used either an outlining or concept mapping learning strategy scored significantly better than students who used only a personalized note-taking strategy. These differences are almost totally attributed to the differences in the essay portion of the written examinations. Students were able to achieve almost equal scores on the multiple-choice tests but when pressed for explanations on the constructed response, essay-type examinations, they were unable to provide the in-depth responses necessary to earn high marks. This suggests that students had different levels of understanding depending on which learning strategies they used.
520 $a These differences in in-depth understanding among the students using the various learning strategies are further supported by the interview data: (1) Students from the concept mapping learning strategy groups had the best reasoning skills. Most of them answered the interview questions reasonably, and completely. (2) Students from the outlining learning strategy groups usually had developed the relationship between heat and temperature. But they often showed an incomplete understanding of the difference between heat and temperature. (3) Students from the note-taking learning strategy groups, usually constructed fragmentary and contradictory explanations from their intuitive conceptions which were different from the scientific explanations.
590 $a School code: 0096.
650 4 $a Science education. $3 521340
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
690 $a 0714
690 $a 0727
690 $a 0530
710 2 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 57-05A.
790 $a 0096
791 $a Ph.D.
792 $a 1996
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9629675