概念圖是一種可以促進學生之有意義學習的學習工具。前期研究已證明：在科學課程使用概念圖有助於學生學習，特別是先備知識較低的學生。但是，僅有少數研究探討概念圖於大學化學課程的應用，且結果並不一致。
本研究以先備知識不足而可能面臨學習困難的大學生為研究對象，探討概念圖對於學生學習普通化學課程的影響，以及學生對概念圖的態度。採用準實驗對照組設計，收集二主題的量化數據（前測與後測)：測量的不準度(主題1）、酸鹼(主題2）；開發填空式節點概念圖並運用為學習材料。實驗組為108-1普通化學學生，控制組為109-1普通化學學生。
本研究以Paired t test (相依樣本t檢定)來檢查每組前測及後測之間的差異，再以ANCOVA (共變數分析) 與Johnson-Neyman (詹森-內曼) 方法來檢驗排除前測的個別差異之後，兩組的後測差異。主題1及主題 2的研究結果皆顯示：實驗組的表現優於對照組；然而，主題2僅適用於前測分數低於30.7分的學生。態度問卷的分析結果顯示：學生們認同概念圖的實用性，但是對於學習這種新工具有所遲疑。本論文成果提供了更多證據來支持概念圖教學的好處及可行性，主要為成本低且教學設計更動少。

Concept maps are a kind of learning tool that can promote the meaningful learning of students. Previous research has proven the learning benefits of using concept maps in science courses, especially for low prior knowledge students. However, not only a few studies paid attention to chemistry courses at the university level, but also the results were inconsistent.
This study investigated the impacts of concept maps on the students of General Chemistry who had low prior knowledge and indeed had difficulties in learning chemistry. Besides, the students’ attitudes toward concept maps were also investigated. The study applied the quasi-experimental control group design to collect quantitative data (pre-test and post-test) on two topics: uncertainties of measurements (topic 1), acid-base (topic 2). Fill-in-the-nodes concept maps were developed and served as learning tools. In General Chemistry, the students of 108-1 and 109-1 were assigned to the treatment group and control group, respectively.
In this study, the paired t-test was applied to examine the difference between pre-tests and post-tests of each group. Moreover, the ANCOVA and Johnson-Neyman methods were used to examine the difference between the two groups' post-tests based on excluding individual differences in the pre-test. In both groups, the post-tests were significantly higher than the pre-tests. In both topics 1 and 2, the study results showed that the treatment group outperformed the control group. However, for topic 2, this conclusion was restricted to the students whose pre-test scores were less than 30.7. From the analysis of the attitude questionnaire, this study concluded that the students appreciated the usefulness of concept maps. However, they had hesitation in using this new learning tool. The study’s findings strengthened the evidence for the benefits and the feasibility of using concept maps because of low cost and not much modification to instructional design.

Abstract iv
摘要 v
Table of contents vi
List of tables viii
List of figures ix
CHAPTER 1. INTRODUCTION 1
1.1 Statement of the problem 1
1.1.1 Importance of chemistry knowledge in everyday life 1
1.1.2 Difficulties in learning chemistry 1
1.1.3 Needs of innovating teaching in chemistry 2
1.2 Background of study 3
1.2.1 Needs of chemistry in environmental education 3
1.2.2 Context of study 3
1.3 Purpose of the study 5
1.4 Significance of the study 7
1.5 Scope of the study 7
1.6 Definitions of terms 7
CHAPTER 2. LITERATURE REVIEW 9
2.1 Concept map 9
2.2 The underlying theory of concept maps 12
2.3 Using concept maps as learning tools 15
2.3.1 Reasons for using concept maps as learning tools 15
2.3.2 Studies of using concept maps as learning tools in chemistry classrooms 16
2.3.3 Students’ attitudes toward concept maps 19
2.3.4 Prior knowledge and concept mapping techniques 20
2.4 Learning the topic of uncertainties of measurements 20
2.5 Learning the topic of acid-base 21
CHAPTER 3. RESEARCH METHOD 23
3.1 Research design 23
3.2 Research participants 25
3.3 Research instruments 27
3.3.1 Attitude questionnaire 27
3.3.2 Process of developing concept maps and concept tests 28
3.3.3 Validated propositions and validated concept maps 31
3.3.4 Validity and reliability 34
3.3.5 Learning tools-Concept maps 34
3.4 Data analysis 37
3.4.1 Analysis of concept tests 37
3.4.2 Analysis of attitude questionnaire 38
3.5 Ethical issues 39
3.6 Limitations 39
CHAPTER 4. RESULTS & DISCUSSIONS 41
4.1 Impacts of concept maps on students’ learning 41
4.1.1 Topic 1 41
4.1.2 Topic 2 42
4.1.3 Discussion 44
4.2 Students’ attitude toward concept maps 45
4.2.1 Attitudes of the treatment group 47
4.2.2 Attitudes of the control group 47
4.2.3 Discussion 47
4.3 Correlation between post-test scores and concept map scores 48
4.3.1 Discussion 49
CHAPTER 5. CONCLUSION & FUTURE IMPLICATIONS 51
5.1 Conclusion 51
5.2 Future implications 52
5.2.1 Future research 52
5.2.2 Practical implications 53
References 55
APPENDIX A: 63
APPENDIX B: 65
APPENDIX C: 79
APPENDIX D: 91

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