Paper Authors

Abstract

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Students’ Learning Satisfaction and Progress toward Nanometer Course Employing Concept Mapping Learning Web Platform

(1) (2) (3) (4) (5) Kuo-Hung Tseng , Chi-Cheng Chang , Mei-Wen Chao , Wen-Shung Tai & Yueh-Min Huang

(1) (3) Graduate Institute of Business and Management, Meiho Institute of Technology, Taiwan (2) Department of Industrial Technology Education, National Taiwan Normal University, Taiwan (4) Department of Computer Science and Information Management, Hungkuang University, Taiwan (5) Department of Engineering Science, National Cheng Kung University, Taiwan

ABSTRACT The purpose of this study was to explore students’ learning satisfaction when applying concept mapping with computer assisted teaching tools and to reveal students’ learning progress in Nanometer course. The research method adopted in depth interviews. A total of six participants from the Nanometer course at National Kaohsiung University of Applied Sciences in Taiwan participated in interviews lasting 30 to 60 minutes. The research results revealed that students satisfied with the concept mapping instruction in the Nanometer course. The concept mapping instruction did effectively improve students’ comprehension and retention memories as well as inspire students’ learning interests and enthusiasm for Nanometer technology. Additionally, students also agreed that concept mapping instruction is an applicable approach to be applied into other professional fields or self-applications besides the science-related subjects. Finally, results even further indicated the deficiencies and suggestions proposed from students for concept mapping instruction. Key-words Concept mapping instruction, Nanometer course, learning satisfaction, learning progress

INTRODUCTION Concept Mapping has received considerable attention in education fields during the past decade, which has been under discussion about approval and recognition as a useful teaching and learning approach. In a bunch of previous researches, most researchers indicated that concept mapping successfully and effectively reinforced students’ conceptual integrated knowledge (Chang, 2007; Chiu, 2004; Freeman, 2004; Marchand, D’Ivernois, Assal, Slama & Hivon, 2002). Moreover, concept mapping has been demonstrated to be a successful learning tool towards science related subjects since it includes the visual learning and computer assisted tools, such as power point, animations, video, audio, web pages, e-books, blogs, and digital courses to stimulate students’ learning preferences and learning performances (Alpert & Grueneberg, 2000; Barker, 2005; Guastello, Beasley & Sinatra, 2000; Kinchin, 2006; Kinchin, 2000; Laigh, 2004; Zele, 2004). As a result, the benefits of concept mapping instruction have been always taken as an important core by a number of scholars mentioned above from many different viewpoints. 1

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Tseng, K., & Chang, C. (2009, June), Students’ Learning Satisfaction And Progress Toward A Nanometer Course, Employing A Concept Mapping Learning Web Platform Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--15622