先前知识和概念图类型对科学说明文学习的影响

doi:10.16187/j.cnki.issn1001-4918.2025.05.07

摘要/Abstract

摘要： 研究通过3个实验,考察了先前知识和概念图类型在科学说明文学习中的作用,以及如何促进低先前知识学习者通过概念图学习科学说明文的效果。结果发现:(1)高先前知识学习者通过交互式概念图学习科学说明文的迁移效果好于静态概念图,且通过静态概念图和交互式概念图学习的记忆效果均较好。低先前知识学习者通过静态概念图学习的迁移效果好于交互式概念图,且通过静态概念图学习的记忆效果好于连接交互式概念图;(2)相比于只学习交互式概念图,低先前知识学习者在学习交互式概念图之前加入相关文本学习时的记忆保持成绩和迁移成绩均显著更高;(3)低先前知识学习者通过层次结构概念图学习的记忆保持成绩和迁移成绩好于通过网状结构概念图学习的成绩。结果表明,学习者的先前知识影响其通过不同类型概念图学习科学说明文的效果;加入相关文本和采用层次结构呈现形式均可有效促进低先前知识者通过交互式概念图学习科学说明文的效果。

关键词: 科学说明文, 先前知识, 静态概念图, 交互式概念图

Abstract: This current study used three experiments to examine the learning effects of prior knowledge and concept map types on learning scientific expository essays, as well as how to promote learners with low prior knowledge to learn scientific expository essays by interactive concept maps. In Experiment 1, the impact of learning with different types of concept maps was investigated for learners with high and low prior knowledge. In Experiments 2 and 3, we investigated whether adding text before learning interactive concept maps and interactive concept maps with hierarchical structure might effectively promote the learning effect of learners with low prior knowledge. The results showed that: (1) For learners with high prior knowledge, learning scientific expository essays by interactive concept maps has a better transfer effect than learning them by static concept maps, and both static concept maps and interactive concept maps had better retention effects. For learners with low prior knowledge, the transfer effect of learning by static concept map was better than that of interactive concept map, and the retention effect of learning by static concept map was better than that of connecting interactive concept map; (2) Learners with low prior knowledge who read relevant texts prior to studying interactive concept maps performed significantly better on both retention and transfer tests than those who did not; (3) Learners with low prior knowledge learned better from hierarchical structure concept maps than from network structure concept maps on both retention and transfer performance. The findings indicate that learners' prior knowledge and concept map type affect the learning effect of scientific expository essays. For students with low prior knowledge, both the inclusion of relevant texts and the use of hierarchical concept maps can effectively improve the learning effect of scientific expository essays through interactive concept maps.

Key words: scientific expository essays, prior knowledge, static concept maps, interactive concept maps

中图分类号:

G442

曲可佳, 董爽爽, 乔璐遥. 先前知识和概念图类型对科学说明文学习的影响[J]. 心理发展与教育, 2025, 41(5): 675-683.

QU Kejia, DONG Shuangshuang, QIAO Luyao. The Effects of Prior Knowledge and Concept Maps Types on Learning Scientific Expository Essays[J]. Psychological Development and Education, 2025, 41(5): 675-683.

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