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这个元分析评论了学生利用概念图进行学习的实验研究。首先按照元分析的标准选择文章,从涉及3623名被试的26项研究中抽取27个独立效果量。不同年级水平的学生应用概念图学习科学、心理学和统计学等课程的内容,后测评估了知识的唤起和迁移。在不同的教学条件、教学情境和方法中,应用概念图策略都使得学生的成绩增加、学生对学习的态度变得更加积极肯定、降低了学生对学习的焦虑。平均效果量依据概念图的使用方法和对照组的特点而改变,不同的研究存在显著的异质。
This meta-analysis reviews experimental studies in which students use conceptual maps to learn. The article was first selected according to the meta-analysis criteria and 27 independent effects were extracted from 26 studies involving 3623 participants. Students of different grades applied the concept map to study the content of science, psychology and statistics courses, and assessed the arousing and relocation of knowledge. In different teaching conditions, teaching situations and methods, the application of the concept map strategy makes the students’ scores increase, the students’ attitude toward learning becomes more positive and reduces the students’ anxiety towards learning. The average effect varies depending on the use of the concept map and the characteristics of the control group, with significant heterogeneity in different studies.