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(1)Jour. Korean Earth Science Society, v. 25, no. 8, p. 739−747, December 2004. J

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(3) ÁÏ5Á8**ÁB«\ ¦Ö&L æ\LG, 609-735 ¦Ö% .;\ Ë*ÿ Ö 30®æ. The Effects of the Use of Concept Maps on Middle School Students’ Conceptual Formation in the Sea Water Sangdal Kim, Yongseob Lee, Juhyeon Bae*, and Jonghee Kim 'HSDUWPHQW RI (DUWK 6FLHQFH (GXFDWLRQ %XVDQ 1DWLRQDO 8QLYHUVLW\ %XVDQ .RUHD $EVWUDFW This study was to promote meaningful ways of learning and observe the influence of concept maps on middle school students’ conceptual formation with regards to the topic of ‘sea water’. Concept map is one way to examine a learner’s conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science learning achievement, self-directed learning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the science learning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective in improving self-directed learning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation. ,FZXPSET concept map, science learning achievement, self-directed learning characteristics, awareness change of concept map º £ \ö*º F~ Ûj /êÊ Û¶ ¾ª&R Bvj ;9~º ;j { > ®º O» B vê¢ Ï~ 7 ~ ‘>’ Bv ;9ö ~º 'Ëö & rj~ . ¢ *~ ¦Ö%~ 7L 1j 4B / 128«j &çbR Bvê¢ Ï >ë *-êö* ë 9êf ¶V "ê' Ûß9 5 Bvêö & j Ò Öº r ? . Ñ, ë 9êö ~º Îº F~>& .05ö* F~ N& ®º ©bR ¾æÒ . ~, Bvê¢ Ï >ëf *Û' >ë ÷ö j Û¶~ ¶V "ê' Ûß9j ËçÊº Î' ©bR ¾æÒ . G, Bvê¢ Ï >ë Bv ;9ö 3;' >wj ~º ©bR ¾æÒ . ºÚ Bvê, ë 9ê, ¶V "ê' Ûß9, Bvêö & æz. * V Û¶ f ¾~ ;Öë Ò²ö 'w~V * B ê~ c~Kj <Â > ®º vGj Aj¢ . . ö & "vGf ¶*ç" "æ~ Òbö & f &j &æ ö~ "~ V æj Úê'b ~, c~' ÒK" Ò' 6Kj V² . ß® "vGf . *Corresponding author: [email protected] Tel: 82-16-552-6125 Fex: 82-51-404-0408. "æöB ¢Ú¾º ^B¢ "'b Ö~Jº êf ËKj · > ®ê " vG";j ê ³ÁÚ'~ ' v>ÁÛ *Î BBÁ' Ï>Ú¢ . W"~' «ËöB Û¶ æj ;W~º ";j ÚÚ Û¶ >ë *ö &æ ®º ç* Bv &N F>Ûº²º Ûö Ö 7º j ~º Ö;' º . ß® v"Bö B>º &N Bv~ ;~f ÚÏ~ *B BBº Û¶~ Û";ö ®Ú Bvj ;W~º Ö;' j > ® . 6 ;j^ (1992) ~ ö ¾æÂ :f ? vÒ &æ ®º.

(4) . BçÁÏ5ÁV*ÁB«\. Bvê Û¶~ Bv ;Wö j" 'Ëj . º ©f Ò . BvÛö ®Ú Û O»~ ~¾ Bvê¢ Û Ûf Û¶& r ®º Bv" î r² B Bv Ò~ &ê¢ ª«~ Î"'b ¾æÚ * > ®V r ^ö Û¶ rj¢ "º Bvj 2k~V * " Û æê~ >b ÏF > ® . 6 Bvêº Û Ö"¢ &'b "V r^ ö æç~ Bv æzB ;ê¢ ï&~º F ~ Û~ ¿ê ÏF >ê ® (Novak et al., 1983). F~ Ûj /ê~V * BBB Bvêº &æ ®º æ¢ ¾æÚ * öò j î¢ F~ Ûj /êÒ > ®º FÏ ê ¢º ôf Ö" B>î (Ausubel et al., 1978). Novak et al.(1984)~ 7j" 8j~ . j &çb Bvêf V ÚÎ ÒÏ~ Î"¢ Ö"öB þ÷f 6Bú ;ê~ >ë ê îÚ ^Bö & ^BÖK >¯ö 3;' Î "¢ ¾æÚî . Ross and Munby(1991)º Ö" " V Bv~ ö & Bvêf JBvö & öB Bvê¢ Ïb &NB Bv Ò~ &ê¢ £² ~ 2k > ®rj "î . ;Ò(2000)º Bvê¢ Ï ‘.~ zC ö Û ë Wê 5 êö ~º 'Ë’ö B Bvê ·Wj Û >ë ÷ *Û' >ëj Af ÷ æ, , 'Ïö ®Ú Î"'ªj ¾æÚîb, #Ë¦(1990)~ ‘7v b v> * Ûb Bvê 'Ï’ö & öBº 7v 2 j ö² *Û' >ë O»" Bvê¢ bÏ ~&j r >ëÎ"& Ëç>î, ß® IQ& 110 ~ ö² Î"& ~ ® . 6 îWº(1996)f Bvê ÿ ï& êB~ &~ ¢ æî Û¶~ "ö & ê æzö Î" '¢ C: . V¢B öBº æ" Bv 7 ‘>’ö &NB Bv Úê¢ ªC~ " ÛöB F~ ÛbB~ Bvê Ï >ëj ~ " ë Wêf ¶V "ê' ÛßW 5 Bvêö &. æzö ~º 'Ëö &~ rj¶ ~& . ~ Ï'ö V ^B¢ Ú'b C® r" ? . Ñ, ‘>’ö & Bvê Ï >ë Û¶~ " ë Wêö ÚÆ 'Ëj ~º&? ~, ‘>’ö & Bvê Ï >ë Û¶~ ¶V "ê' ÛßWö ÚÆ 'Ëj ~º&? q, Bvê¢ Ï >ë Û¶ ~ ‘>’B vö & æzº ÚÆ&?. \O» \&ç 5 ¾~ ~ &çf ¦Ö7ö ®º 7v 1 j 4B / 128«, 7 2B> 64«f ÛB÷ b F;~ *Û' >ëj ~, ¾^æ. v > 64«f þ÷b F;~ Bvê¢ Ï >ëj ~& . þ¾~ Ò*ö þ÷ " ÛB÷ö &B ÿîWj rjV *~. þ¾~ 1"¢ *ö " ë Wêf ¶V "ê ' ÛßWö & t¦Ãj Ö"º r Table 1" Table 2f ? . Ò*¦Ò~ t¦ÃöB F~>& .05öB p > .05 ¾æ¾ v ÷ Ûê'b F~ N¢ æ pbæ v ÷f Ò* " ë Wêf ¶ V "ê' ÛßWöB ÿî'ª {>î . " ë Wêf ¶V "ê' ÛßW~ Ö"º Ûê' ¦Ã .N¢ b, Û¶ ~ Bvö & æzº J^æ, Bvê ·W ";~ ªCj Û~ Ö"¢ ¾æÚî . ¦Òê\ öB ÒÏ " ë Wê ¦Òêº 7v 1j " 11ö ‘>~ Wª" Úÿ’ ööB Bvj ºÂ~ ‘:bf âî¾ ôj r’, ‘:b Fº’, ‘:bê ;b¾" v¢ r’, ‘:b~ ¸ê ær’~ ' ²öê 5^ O &NB C 20^j BB~& . " Wê ¦Ò ^f 1N " vÒ 3«(7v 3«), ". Table 1. The pre-test of the science learning achievement between the experimental group and the control group ÷F;. N. M. SD. t. p. þ÷ ÛB÷. 64 64. 12.56 7.97. 4.43 3.79. .364. .716.

(5) *LêÏ>ë% ~‘>’*L;9ö~º'Ë. . Table 2. The pre-test of self-directed learning characteristics between the experimental group and the control group '. ÷. N. M. SD. t. p. BOW. þ÷ ÛB÷. 64 64. 21.41 21.08. 4.16 4.04. .453. .652. ¶jBv. þ÷ ÛB÷. 64 64. 18.19 18.13. 3.41 3.44. .103. .918. ºF>º. þ÷ ÛB÷. 64 64. 16.98 16.73. 4.12 3.89. .353. .725. kª6. þ÷ ÛB÷. 64 64. 19.61 19.58. 3.71 3.35. .050. .960. ÛW. þ÷ ÛB÷. 64 64. 17.42 17.16. 3.91 3.87. .386. .700. ¾æË' ¶V. þ÷ ÛB÷. 64 64. 20.92 20.83. .46 4.25. .122. .903. c~W. þ÷ ÛB÷. 64 64. 20.53 20.33. 3.39 3.19. .349. .728. ¶Vï&K. þ÷ ÛB÷. 64 64. 19.31 19.38. 2.86 2.62. .129. .897. *Ú. þ÷ ÛB÷. 64 64. 154.38 153.20. 22.56 20.84. .305. .761. Table 3. Items of perception of concept map science instruction ' ' ' ' ' ' '. 1 2 3 4 5 6. ÚÏ ï&ê Ãê ÿW. ¦ê 2æK. ^®^ 1, 2, 3, 4, 5, 6,. 7, 9, 13, 15 8, 10, 14, 16 17 11, 18 19 12, 20. vG *^& 2«ö² ~Ö~ ' ^ ~ ÏRf ¦>ºæ¢ ~ÖBö R~º O»b ÚÏ æê¢ ¦Ã~&b, 2N ¦Ò ^ö & ^ Ú' Öê(α = .81) ¦Ãj ~& . ¶V "ê' ÛßW ¦Òº Guglielmino(1997)& B 8&æ ', ¯ ‘BOW’, ‘¶jBv’, ‘ºF>º’, ‘k ª6’, ‘ÛW’, ‘¾æË' ¶V K’, ‘c~W’, ‘¶V ï&K’b W>Ú ®b, ^ >º ' ê 6B ^O C 48B ^b wæº Likert 5ê ¿ê W>î . ¶V "ê' ÛßWö & ¦Òê~ ' 'ê Öê ïf Cronbach’s αê>& .78 ¾æÒ . Bvê Ï >ë ê æz J^æº ËKz(1992)& BB ¦Ò '~ ‘ï & ê’, ‘Ãê’, ‘ÿW’, ‘ ¦ê’, ‘’, ‘2 æK’b 6B~ 'ÚÏj >; j~ Öê. ¦Ã(α = .83)j ~&b, J^ ^f Likert 5ê ¿êö V¢ F~ 20^b W~& . 21® ^öBº Bvê 'Ï >ëö &~ Û¶& ¶ ¦6¾ ~Òj ç7 VF~ê ~& . ' '~ ÚÏ" ^®^º r Table 3" ? . \.N öB ‘>’ Bvf Bv~ *ê &ê & jv' Â]~ Bvê Ï >ëj ~V * Û¶ ~* Bv j BÒ~¾ {~Vö '. ÚÏbB 'Ï~Vö '~æ ¢ * ‘>~ Wª" Úÿ’ öj F;~ æê~& . " º Bv~ ºÂ 5 "BªCf 7v 1j " v "B 5 vÒÏ æêB, &N F¯ ¢^(fV&, 2001; ;>ã , 2002; Wç*, 2000; ËKz, 1992; ;Ò , 2003; îWº, 1996)" &B(fç" f«, 2003; ;ßÒf ;, 1994)~ ÚÏj " ~&b , "BªC Ö"¢ :ûb j> F>Ûº²¢ F;~ " ë Wê ^j B· ¦Æ~& . º vG";" >ëJêö 'Ï>º Bvê (Novak, 1981)¢ Ï >ë *Ûj BB~ j ê Bvêö & V. îNj ~ >ëj ~&. . >ë ê " ë Wê ¦Ò, ¶V"ê' ÛßW ¦Òf J^ Ò¢ ~ Ö" ¾.

(6) . BçÁÏ5ÁV*ÁB«\. Table 4. The learning contents of each lesson ö. Û"B. "ºBv. :bf âî¾ ôjr. - : f Gæ~ ' - æç~ b~ ª

(7) - · ¶ö. G>(æ~>, ~, ;, ^>), >, · ¶ö. :b Fº. - :bö j®º bî - "ªj ¢;~ ». "~, "ª, ¢&(), "ª~ æz, "ªj ¢;. :bê ;b¾" v¢r. - :b~ Úÿ - 2ê - ~ - ~~ . 2ê, ~(Â~, ~), ~~ 'Ë, Vê æz. :b~ ¸ê ær. - C - ÒÒf .. &b, b, ò, *, N, ~, C"V, C ö, ÒÒ, .. Ò 5 Ö êÂj ~º .N Úr . þ÷ f Bvê¢ Ï >ëj ê¯~&, ÛB÷f *Û' >ëj ê¯~& . Î ¦Òº v ÷ö ÿ¢~² ~&b, >ë 5 ö ²º>º *ê &/' ÿ¢~² ÛB~& . Ò v ÷~ >ëöº ÿ¢ vÒ& >ëj ~&b, v ÷ö ¾~ ' öê >ë~ ÚÏj B~ r Table 4f ? . ÛB÷f *Û' >ë O»b, þ÷ f Bvêö & ê« æê, Bvê V. æê ~ ê¢ ö Bvê ·W~ B >ëf 6"* 18Nö ö ~& . Bvê ·Wf ²ö Â ê ;Òê ÊÊ ·W~² ~&b, ·W ê vÒ~ Bvê(Appendix 1.~4.)f jv~ ;Ò~ê ~& . ¶ò ¾Ò 5 ª+ " ë Wê ¦Òº Bvê Ï >ëj ê Ò* " ë Wê ¦Òf ÿ¢ Bvj Û " &N~ zB ¦Ò^j ·W~&b, Òê ¦Ò¢ ~ ~ Bv æz¢ rj~ . " ë Wê ¦Ò ^f C 20^ ö6> 20 6b ªC~& . " ë Wêf ¶V "ê' ÛßW ¦Òöº *-ê jv Ûê NÊæ SPSS 10.0b ¾Ò~& . Bvêö & Òº ËK z(1992)& BB ÚÏj :ûb J^æ¢ Ò W~ Ò Þ ¿êö V¢ F~ê ~ ' Ï ö V WªN(%) ¾æÚÚ ªC~& . \Ö 5 ¢~ º Bvê¢ Ï >ë" *Û' >ë. j ÷*ö '>' Bvö & Û¶ ~ " ë Wêf ¶V "ê' ÛßW >ë *-êö B Ûê'b ÚÊ N& ®ºæ ÚÚ, Bvê Ï >ëöB Û¶ ~ æz¢ Ò~& . J;B ^Bö V¢ Ö"¢ ªC~ ö & ¢~¢ ~ r" ? . Bvê Ï >ë~ ë 9êö ~º Î Bvê¢ Ï >ë *Û' >ëj >ëö &~ ‘>’ BvöB Û¶ ~ " ë W êº >ë *-êöB Ûê'b ÚÊ N& ®ºæ ÚÚ¶ ~& . r Table 5öB ÚÚ, Bv ê Ï >ëf þ÷~ ï 12.56, R&ÞN & 4.43, ÛB÷~ ï 10.09, R&ÞN& 4.66 t = 3.074, p = .003æ F~>& .05öB Ûê'b F~ N¢ ¾æÚî . V¢B B vê¢ Ï >ë ‘>’ Bvö & Û¶. ~ " ë WêöB Ëçj ®rj r > ® . º ;Ò (2003)~ ‘.v zC ööB Bvê¢ Ï >ë~ öï’" ‘.v " >ëöB zÖ Bv~ Ãêj * Bv ê Ï’~ öB Bvê¢ Ï >ë*Û ~ Bv Wêö 3;' Î"¢ Ö"f ¢~ . Bvê Ï >ë ¶8 ê' Ûß9ö ~º Î Bvê¢ Ï >ë *Û' >ëj >ëö &~ ‘>’ BvöB Û¶ ~ ¶V "ê' .

(8) *LêÏ>ë% ~‘>’*L;9ö~º'Ë. . Table 5. The Post-test of the science learning achievement between the experimental group and the control group ÷F;. N. M. SD. t. p. þ÷ ÛB÷. 64 64. 12.56 10.09. 4.43 4.66. 3.074*. .003. *p < .05 Table 6. The post-test of self-directed learning characteristics between the experimental group and the control group '. ÷. N. M. SD. t. p. BOW. þ÷ ÛB÷. 64 64. 22.0469 19.6875. 3.8024 4.1476. 3.355*. .001. ¶jBv. þ÷ ÛB÷. 64 64. 20.5781 18.8750. 3.6809 3.6275. 2.636*. .009. ºF>º. þ÷ ÛB÷. 64 64. 19.8438 17.9688. 3.1533 4.1326. 2.886*. .005. kª6. þ÷ ÛB÷. 64 64. 20.0469 20.3906. 3.5296 3.3220. .567. .571. ÛW. þ÷ ÛB÷. 64 64. 19.2656 18.0000. 3.1282 3.0809. 2.306*. .023. ¾æË' ¶V. þ÷ ÛB÷. 64 64. 20.7188 19.1094. 3.8974 3.8426. 2.352*. .020. c~W. þ÷ ÛB÷. 64 64. 20.9375 18.2969. 2.9701 3.1757. 4.858*. .000. ¶Vï&K. þ÷ ÛB÷. 64 64. 20.4688 17.9063. 2.3433 2.7064. 5.726*. .000. *Ú. þ÷ ÛB÷. 64 64. 163.9063 150.2344. 15.0868 17.7341. 4.698*. .000. *p < .05. ÛßW >ë *-êöB Ûê'b ÚÊ N& ® ºæ ÚÚ Ö"º rTable 6" ? . * Table 6öB º :f ? ¶V "ê' Û ßWö & *-ê ¦ÒöB F~>& .05öB Bv ê¢ Ï >ëf Ûê'b F~ N& ¾ æÒ (p < .05). ß®, ¶V "ê' Û ßW~ ~* º² ‘BOW’, ‘¶jBv’, ‘ºF>º’, ‘ÛW’, ‘¾æË' ¶V’, ‘c~W’, ‘¶Vï&K’öBº F~>& .05öB Ûê'b Bvê Ï >ëj. þ÷ ÛB÷ö j F~ N¢ ¾æÚ ® (p < .05). >, ‘kª6’ 'öBº F ~>& .05öB Ûê'b F~ N¢ ¾æÚ ®æ p (p > .05). Bvêö Û¶ ~ Ò Ö Bvê Ï >ëö & Û¶~ j Ò~ V * þ÷j &çb J^Ò¢ ~& . B. vê Ï >ëö & J^æº 6&æ ~*' ~ 20B~ ^ ªC Ö"f Û¶& ç7 Bv ê Ï >ëö & ~Òj VF Ö"¢ ªC~ & . rf Bvê Ïö & Û¶~ ê Ò Ö"¢ ' 'ê ¢bÞ(%)8b ¾æÞ © . Ö"º r Table 7" ? . æ' ' 7 ï&ê 'j B ¾^æ v ', Ãê" ÿW 'öBº 3;' w ‘ Ö - ’f ‘- ’& £ 50%¢ Næ~&. . ;~' '~ 'öBº 3;' >w ;ê& . Ô~b¾ ¦êf 2æK 'öBº 3;' w £ 50% ;ê¢ Næ~& . V¢B *~ Table 7öB ¾æÂ :f ? Û¶ f *> 'b Bvê Ï >ëö &B 3;' >wj ¾æÚî . Û¶ ç7 '¶~ ~Òj VF îæï ^~ wbº ‘ÚJÚ ©ê ®îæò .

(9) . BçÁÏ5ÁV*ÁB«\. Table 7. The result of each area for awareness question '. Ö -. (%). -. (%). Û. (%). -æ p. (%). Ö -æ p. (%). æ' '. ï& ê Ãê ÿW. 09.59 11.67 12.33. 24.66 28.89 37.99. 54.11 43.88 42.47. 10.96 15.00 06.85. 0.68 0.56 0.36. ;~' '. ¦ê 2æK. 05.66 05.63 11.32. 14.15 19.72 28.30. 47.17 42.25 40.57. 27.36 28.17 16.98. 5.66 4.23 2.83. Fig. 1. Concept map about distribution of water in the earth, example7. & ¾ >î .’, ‘VÚ ÚÏj Bvê¢ Û ;Ò > ®ÚB ± .’, ‘¾r · rº ~V îº ~ î ¦ê êæ > Ûê >, kê. ® £j > ®ÚB ± .’, ‘.ö rj" > ®ÚB ±~ .’ ‘Bvê¢ JB 'j ;Ò, VÚ © Ú:, Ú:ö ³B ÚÊ &ê¢ ® º ¾ r² B © ? . b >ë j ê³ ®b .’ " ? 3;' >w &¦ªî . ¾ ‘±æò òº ² Ú[ æ Tjº’, ‘£² > ®ÚB ±~æò ^Ò ³ öB ¾ ' n ¾B r& ®î .’ ~ ¦;' ~Ò ê ®î . Ò " Bvê¢ Ï >ëf ®O ~º ² ± º ~Ò &Ë ô ~b rb v ® ;ê& ± º ~Ò ¾ zb, Bvê Ï º Fþ ¶^® J« "º ² z ± º ~Òê ¾z . Bvêº Û¶& ~*Bvö & ç* Bvj djÚ Ö~º O»b *ê' ¢ ò Ú º ";b Û¶º Bvö &~ ¶V"ê 'b ÖÒ¢ W &º ";j B~&, ö & Bv~ &ê' J«j d Ö~º " ;öB ö~Jº ê¢ &æ² ~& . ' ²ö î ê Bvê ÿj ~&b, Ö. Fig. 2. Concept map about the salt, example.. "b~ .º r" ? . Fig. 1f æç~ b~ ª

(10) ¢ ¾æÞ BvêB jv' *ê&ê¢ ¾æÚV Ú Bv B &¦ª ~ Û¶ f Úê' Vj ¾æÚî . Fig. 2öBº :b ³ö j®º bî "~ f "~~ ·j ¾æÚº "ª, Ò "ªj ¢; ~ »j ¾æÚî . &¦ª~ Û¶ f "~f "ªj { ® ª~æ á~& ê." æö V "ª8~ æz¢ º ~&b¾ BvêçöB £² &B V~º ÚJæj ô Ðº ©.

(11) *LêÏ>ë% ~‘>’*L;9ö~º'Ë. . Fig. 3. Concept map about the flow of the sea, example.. ?~ . Fig. 3f ~ö & Bvê ÖÒ¾¢ "æ~ ~j 2k~ ~f Â~ ª~ *ê V ö V¢ ¾ ¾æÚ ®î . Fig. 4º Cö & Bvê ôf f Cö & ÚJò~º © ?~ . ~f bÿ~º ê ô~b, "º Bv ö & & ¦ ~ Bv *~ &ê¢ ¾ ¾æÚæ á~& .. ÖV 5 *Þ º 7v 1j j &çb " " ‘>’ Bvö & Bvê >ëöB Î"¢ rj¶ ~º © . Û¶ ~. ‘>’ö & Bvê¢ ·W~² ~&b Bvê Ï >ë öB " ë Wê, ¶V "ê' ÛßW æz f Bvê Ûö & Û¶ ~ æz Ö"¢ ªC~& . ~ Ö"¢ :ûb Öj C® r" ? . Ñ, Bvê¢ Ï >ë ‘>’ Bvö & Û¶ ~ " ë Wê& >ë *-êöB Ûê 'b F~ N¢ ¾æÚî . V¢B Bvê ¢ Ï >ë '>' Bvö & Û¶ ~ " ë WêöB Ëçj ¾æÚî . ~, ¶V "ê' Û ßW~ ~*º² ‘BO W’, ‘¶jBv’, ‘ºF>º’, ‘ÛW’, ‘¾æË' ¶V’, ‘c~W’, ‘¶Vï&K’öBº Bvê Ï >ëf F~ Ëç¢ ¾æÚî . >, ‘kª6’ öBº F~ N¢ ¾æ¾æ p~ . *Ú'b Bvê¢ Ï >ëf *Û' >ë ÷ö j Û¶~ ¶V "ê' ÛßWj ËçÊº Î"' ©b ¾æÒ . q, BvÛj ~º ®Ú ~ Bvê >. Fig. 4. Concept map about the tide, example.. ëf &Ú 3;' >wj ¾æÚî . *~ Öf :ûb ê³¢ * BÞj ~ r" ? . Ñ, º 7v 1j "~ ‘>~ W ª" Úÿ’ 'ö &Bò Úrbæ j" 'ö & ê ê¯>Ú¢ ~, ~, Bvê¢ Ï Ûj Û~ Û¶ ~ " ë Wêf ¶V "ê' ÛßW Û¶ ~ ;~' '~ æz¢ ÚÚ" > ®º C &' Úê' & jº~, q, BvÛj * z Î"' Bvê¢ Ï >ë*Û~ BB Îï>Ú¢ © .. ^ ^ò Ë¦, 1990, 7L b L> *ÛbR*~ Bvê 'Ï. *Þ&L +Ò*¢^, 83 p. B8&, 2001, Bvê ·9j Û >ë . ~ Æ N æz Bv ;9ö ~º 'Ë. ]Lö&L + Ò*¢^, 45 p. Bç, B«, 2003, æ\ L>-ÛV. ò>Â$Ò, 66 p. ;>ã, ;z, B%>, 2002, ·ö Bvê Ï >ë 9ê 5 êö ~º Î. ]æ\² æ, 23 (6), 461-473. ;ßÒ, ;, 1994, ÛV LG. *Þ: LG.

(12) . BçÁÏ5ÁV*ÁB«\. Ò, p. 218. 9ç*, 2000, .L ¶ >ëö* zÖ Bv~ ¢ ÃêÊ8 * Bvê Ïö \. ]L ö&L +Ò*¢^, 43 p. ËKz, 1992, L> *ÛbR*~ Bvê Ïö \. ]Lö&L +Ò*¢^, 70 p. ;j^, N', ê, 1992, LÒ B ~ b JBv. ]LG²æ, 12 (1), 23-33. ;Ò\, 2000, Bvê¢ Ï .~ z+ ö Û ë9ê 5 êö ~º 'Ë. ]Lö&L +Ò*¢^, 44 p. ;Ò\, *>", Ë«{, ;êÖ, 2003, .L z+ ö ö* Bvê¢ Ï >ë~ öï. ]æ\²æ, 24 (5), 1-7. ;Ò\, 9ç*, *>", ;êÖ, 2003, .L >ë ö* zÖ Bv~ Ãêj * Bvê Ï. ] æ\²æ, 24 (7), 1-11. î9º, 1996, Bvê Ï 7~ ª¶Úÿ Bv ;9 ö ~º Î. ]Lö&L +Ò*¢^, 61 p. Ausubel, D., Novak, J.D. and Hanesian, H., 1978, Educa-. tional Psychology: A cognitive view (2nd ed.). NY: Holt, Rinehart and Winston, 62-93 p. Guglielmino, L.M., 1997, Development of the self-directed learning readiness scale. Doctoral dissertation, University of Georgia, Dissertation Abstracts International, 38 p. Ross, B. and Munby, H., 1991, Concept mapping and misconception: A study of high school students’ understanding of acids and bases. International Journal Science Education, 13, 11-23. Novak, J.D., 1981, The use of concept mapping and in junior high school science. Ithca, NY: Conrnell University. (ERIC Document Reproduction Service No. ED 200 437) Novak, J.D., Gowin, D.B. and Johansen, 1983, The use of concept mapping and knowledge Vee mapping with junior high school students. Science Education, 67 (5), 625-645. Novak, J.D. and Gowin, D.B., 1984, Learning how to learn. Cambrige Univ. 15-54.. 2004j 9ú 14¢ ö 7> 2004j 11ú 13¢ >;ö 7> 2004j 11ú 13¢ ö j.

(13) *LêÏ>ë% ~‘>’*L;9ö~º'Ë. Appendix 1. The standard concept map about ‘What is the quantity of the sea water?’. Appendix 2. The standard concept map about ‘What is the reason why the sea water is salty’. Appendix 3. The standard concept map about ‘Dose the sea water flow like river’. Appendix 4. The standard concept map about ‘Dose the height of the sea water change’. .

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