研究生: |
劉良瑋 Liang-Wei Liu |
---|---|
論文名稱: |
急救知識概念圖學習成效之研究 A Study on Learning Effectiveness of Concept Maps for First Aid Knowledge |
指導教授: |
李國光
Gwo-Guang Lee |
口試委員: |
黃世禎
Sun-Jen Huang 周子銓 Tzu-Chuan Chou |
學位類別: |
碩士 Master |
系所名稱: |
管理學院 - 資訊管理系 Department of Information Management |
論文出版年: | 2018 |
畢業學年度: | 106 |
語文別: | 中文 |
論文頁數: | 125 |
中文關鍵詞: | 急救知識 、概念圖 、類比學習 、學習成效 |
外文關鍵詞: | First Aid Knowledge, Concept Maps, Analogical Learning, Learning Effectiveness |
相關次數: | 點閱:469 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
我國公眾的急救意識缺乏、急救技能嚴重不足,建立健全到院前醫療急救體系,提高全民急救意識和自救互救技能已刻不容緩。學習急救技能,將可發揮自救救人的目的,減少因缺乏急救知識而導致的病情延誤或喪失生命的情形發生。
為有效學習急救知識,本研究選擇概念圖作為本研究工具。根據概念圖的相關研究,概念圖已被視為能有效促進意義學習的知識表徵工具,不僅能改善傳統機械式的學習,並且能協助學習者快速而有效的建構知識。過去對概念圖的相關研究多以科學相關領域,而融入較抽象領域之學習研究則較為少見。
本研究利用概念圖作為知識表徵工具,藉以引導急救知識的建構,期望促進學習者有意義的學習,更希望學習者能透過類比學習,將理論與實務作結合,學以致用。本研究旨在探討概念圖輔助急救知識之學習成效,藉由測驗與訪談進行成效驗證,與對概念圖教材之評價。研究結論如下:
1. 概念圖用於急救知識學習之輔助,可促使學習者快速建立急救初步概念
2. 概念圖教材能有效表徵急救知識,並促進類比推理,產生有意義的學習
3. 藉由本研究所建立之急救知識分享網頁,可協助學習者建構更佳完整的急救知識
The first-aid awareness and the first aid skills of the Taiwanese people are seriously inadequate. It is imperative to establish a sound pre-arrival emergency medical system. Also, it is urgent to arouse the public’s first aid awareness and to improve their first-aid skills in helping themselves and others in emergency system. Learning first aid skills will help you save yourself and reduce the delay or loss of life caused by lack of first aid knowledge.
In order to learn first aid knowledge effectively, this study took concept maps as the research tool. According to some concept maps researches, concept maps have been regarded as a tool for knowledge representation that can effectively promote meaningful learning. It can not only change the traditional rote learning into a meaningful one, but it can also help learners to construct knowledge efficiently and effectively. Past studies on concept maps were mostly studying scientific fields. Few studies had applied the concept maps to the learning of abstract ideas.
This study uses concept maps as a tool for knowledge representation to guide the construction of first-aid knowledge. It is hoped that concept maps can help learners to learn meaningfully and can make learners apply the theory in practice through analogical learning. The purposes of this study are to explore the learning effectiveness of concept maps assisting the learning of first aid knowledge and to evaluate the concept maps materials through tests and interviews. The research findings are as follows:
1. With the help of concept maps, the learning of first aid knowledge can effectively assist learners in constructing basic concept of first aid.
2. Concept maps can effectively represent first aid knowledge and can promote the occurrence of analogical reasoning, leading to meaningful learning.
3. Learners can construct better and thorough first aid knowledge through the first aid knowledge sharing webpage established by the researcher.
Anderson, J. R. (1985). Cognitive Psychology and Its Implications. WH Freeman/Times Books/Henry Holt & Co.
Anderson, J. R., & Bower, G. H. (1974). A Propositional Theory of Recognition Memory. Memory & Cognition, 2(3), 406–412.
Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning.
Badaracco, J. L. (1991). The Knowledge Link. Cambridge, Mass.
Baddeley, A. (1992). Working Memory. Science, 255(5044), 556–559.
Beckman, T. (1997). A Methodology for Knowledge Management. IASTED.
Birbili, M. (2007). Making the Case for A Conceptually Based Curriculum in Early Childhood Education. Early Childhood Education Journal, 35(2), 141–147.
BouJaoude, S., & Attieh, M. (2003). The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry.
Bransford, J. D., Brown, A., & Cocking, R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council.
Bruner, J. S. (1966). Toward A Theory of Instruction (Vol. 59). Harvard University Press.
Bruner, J., Goodnow, J. J., & Austin, G. A. (1967). A Study of Thinking. New York: Science Editions.
Cakir, O. S., Uzuntiryaki, E., & Geban, O. (2002). Contribution of Conceptual Change Texts and Concept Mapping to Students' Understanding of Acids and Bases.
Cardiovascular diseases (CVDs) Fact sheet N°317 March 2013. WHO. World Health Organization. [20 September 2014].
Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. The Journal of Experimental Education, 71(1), 5–23.
Collins, A. M., & Quillian, M. R. (1969). Retrieval Time from Semantic Memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240–247.
Davenport, T. H., & Prusak, L. (1998). Working Knowledge: How Organizations Manage What They Know. Harvard Business Press.
Drucker, P. (2012). The Practice of Management. Routledge.
Duit, R. (1991). On the Role of Analogies and Metaphors in Learning Science. Science Education, 75(6), 649–672.
Gentner, D. (1989). Analogical Learning. Similarity and Analogical Reasoning, 199.
Glynn, S. (2007). The Teaching-with-Analogies Model. Science and Children, 44(8), 52.
Glynn, S. M. (1991). Explaining Science Concepts: A Teaching-with-Analogies Model. The Psychology of Learning Science, 219–240.
Harris, D. B. (1996). Creating A Knowledge Centric Information Technology Environment.
Heinze‐Fry, J. A., & Novak, J. D. (1990). Concept Mapping Brings Long‐Term Movement Toward Meaningful Learning. Science Education, 74(4), 461–472.
Holtshouse, D. (1998). Knowledge Research Issues. California Management Review, 40(3), 277–280.
Kinchin, I., & Hay, D. (2005). Using Concept Maps to Optimize the Composition of Collaborative Student Groups: A Pilot Study. Journal of Advanced Nursing, 51(2), 182–187.
Kintsch, W. (1974). The Representation of Meaning in Memory.
Klausmeier, H. J., Ghatala, E. S., & Frayer, D. A. (1974). Conceptual Learning and Development: A Cognitive View. Academic Press.
Kosslyn, S. M. (1980). Image and Mind. Harvard University Press.
Larsen, M. P., Eisenberg, M. S., Cummins, R. O., & Hallstrom, A. P. (1993). Predicting Survival from Out-of-Hospital Cardiac Arrest: A Graphic Model. Annals of Emergency Medicine, 22(11), 1652–1658.
Lindholm, D. J., & Campbell, J. P. (1998). Predicting Survival from Out-of-Hospital Cardiac Arrest. Prehospital and Disaster Medicine, 13(2-4), 51–54.
Merrill, M. D., Tennyson, R. D., & Posey, L. O. (1992). Teaching Concepts: An Instructional Design Guide. Educational Technology.
Meyer, D. E. (1970). On the Representation and Retrieval of Stored Semantic Information. Cognitive Psychology, 1(3), 242–299.
Miller, G. A. (1956). The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information. Psychological Review, 63(2), 81.
Nonaka, I. (1994). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), 14−37.
Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.
Norman, D. A., & Rumelhart, D. E. (1975). Explorations in cognition.
Novak, J. D. (1990). Concept Mapping: A Useful Tool for Science Education. Journal of Research in Science Teaching, 27(10), 937–949.
Novak, J. D. (1998). Learning, Creating, and Using Knowledge. Mahwah, NJ: Erlbaum.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Novak, J. D., & Musonda, D. (1991). A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117–153.
O’Donnell, A. M. (1994). Learning from Knowledge Maps: The Effects of Map Orientation. Contemporary Educational Psychology, 19(1), 33–44.
O’Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge Maps as Scaffolds for Cognitive Processing. Educational Psychology Review, 14(1), 71–86.
Osman-Jouchoux, R. (1997). Linking Reading and Writing: Concept Mapping as an Organizing Tactic.
Pasmore, W. A., & Purser, R. E. (1993). Designing Work Systems for Knowledge Workers. The Journal for Quality and Participation, 16(4), 78.
Piaget, J. (1936). Origins of Intelligence in The Child. London: Routledge & Kegan Paul.
Polanyi, M. (1958). Personal Knowledge: Towards A Post-Critical Philosophy. University of Chicago Press.
Polanyi, M. (1996). The Tacit Dimension. University of Chicago press.
Quinn, J. B., Anderson, P., & Finkelstein, S. (1997). Managing Professional Intellect: Making the Most of The Best. In The Strategic Management of Intellectual Capital (pp. 87–98).
Rips, L. J., Shoben, E. J., & Smith, E. E. (1973). Semantic Distance and The Verification of Semantic Relations. Journal of Verbal Learning and Verbal Behavior, 12(1), 1–20.
Ruggles, R. (1998). The State of The Notion: Knowledge Management in Practice. California Management Review, 40(3), 80–89.
Rumelhart, D. E. (1977). Introduction to Human Information Processing. John Wiley & Sons.
Rumelhart, D. E., & Norman, D. A. (1983). Representation in Memory (No. CHIP-116). California Univ San Diego La Jolla Center for Human Information Processing.
Sarvary, M. (1999). Knowledge Management and Competition in The Consulting Industry. California Management Review, 41(2), 95–107.
Sasson, C., Rogers, M. A., Dahl, J., & Kellermann, A. L. (2010). Predictors of survival from out-of-hospital cardiac arrest: a systematic review and meta-analysis. Circulation: Cardiovascular Quality and Outcomes, 3(1), 63–81.
Shiffrin, R. M., & Atkinson, R. C. (1969). Storage and Retrieval Processes in Long-Term Memory. Psychological Review, 76(2), 179.
Slotte, V., & Lonka, K. (1999). Spontaneous Concept Maps Aiding the Understanding of Scientific Concepts. International Journal of Science Education, 21(5), 515–531.
Smith, E. E., Shoben, E. J., & Rips, L. J. (1974). Structure and Process in Semantic Memory: A Featural Model for Semantic Decisions. Psychological Review, 81(3), 214.
Snead, D., & Young, B. (2003). Using Concept Mapping to Aid African American Students' Understanding in Middle Grade Science. Journal of Negro Education, 333–343.
Solso, R. L. (1995). Cognitive Psychology (4th Ed.). Boston: Allyn and Bacon.
Van der Spek, R., & Spijkervet, A. (1997). Knowledge Management: Dealing Intelligently with Knowledge. Knowledge Management and Its Integrative Elements, 31–59.
Vosniadou, S. (1989). Analogical Reasoning as A Mechanism in Knowledge Acquisition: A Developmental Perspective. Similarity and Analogical Reasoning, 413–437.
Wiegmann, D. A., Dansereau, D. F., McCagg, E. C., Rewey, K. L., & Pitre, U. (1992). Effects of Knowledge Map Characteristics on Information Processing. Contemporary Educational Psychology, 17(2), 136–155.
Wik, L., Hansen, T. B., Fylling, F., Steen, T., Vaagenes, P., Auestad, B. H., & Steen, P. A. (2003). Delaying Defibrillation to Give Basic Cardiopulmonary Resuscitation to Patients with Out-of-Hospital Ventricular Fibrillation: A Randomized Trial. Jama, 289(11), 1389–1395.
Zack, M. H. (1999). Developing A Knowledge Strategy. California Management Review, 41(3), 125–145.
王俍凱(2001)。中學生科學概念發展之研究—以酒精加水混合為例。國立高雄師範大學科學教育研究所碩士論文。
余民寧(1997)。有意義的學習–概念構圖之研究。台北市:商鼎。
余民寧(1997)。教育測驗與評量—成就測驗與教學評量。台北:心理。
吳璧純(1996)。從變異與選擇建構論的觀點看另類評量。教育研究雙月刊,49,46–61。
吳璧純(1997)。建構主義取向的教學–師生交互猜測、相互成長的活動。教育資料與研究,18,17–20。
李素卿(2003)。認知心理學。台北:五南。
岳修平譯(1998)。教育心理學—學習的認知基礎(Cognitive Psychology of School Learning Gagne, E. D., Yekovich, C. W., & Yekovich, F. R.原著)。台北:遠流。
屠名正(2003)。心智—認知科學導論。臺北:五南。
張春興(1991)。現代心理學。臺北:東華書局。
張春興(1996)。教育心理學—三化取向的理論與實踐。臺北:東華。
郭重吉、江武雄、王夕堯(1990)。從理論到實務談建構主義。
陳和寬(2004)。中學生傳播科技概念量表發展之研究。臺灣師範大學工業科技教育學系學位論文。
馮忠良、伍新春、姚梅林、王建(2010)。教育心理。北京:人民教育出版社。
黃台珠(1984)。概念的研究及其意義。科學教育月刊,66,44–51。
葉倩亨(2001)。路徑蒐尋網路分析應用於大一心理學學習效果評量之研究。
鄒惠貞、莊宜家、吳立雅、葉信伶、江博煌(2014)。地理資訊系統應用於自動體外去顫器設點研究—以台北市萬華區為例。醫療資訊雜誌,23(2),45–55.
劉常勇(2000)。劉常勇管理學習知識庫,2001年3月6日,取自:http://cm.nsysu.edu.tw/~cyliu。
蕭瑞祥、謝明釗(2009)。運用知識地圖於數位學習教材設計之研究。資訊管理學報,16(1),163–180。
蕭寧波(2002)。用基模啟發思考。當代華人教育學報,第五卷.第一期(第五篇)