本研究之研究目的為：（一）探討概念構圖組與傳統教學控制組在認知策略、後設認知策略、學習成就表現上的影響；（二）探討概念構圖組與傳統教學控制組與學習者空間能力在認知策略、後設認知策略與學習成就表現上之交互影響；（三）探討學習者概念構圖總分表現和認知策略、後設認知策略與學習成就表現之間的相關性；（四）探討概念圖各建構要素對認知策略、後設認知策略、學習成就表現之預測效果；（五）探討空間能力對概念圖各建構要素之預測效果；（六）探討學習者概念構圖表現隨時間變化之情形；（七）探討學習者對概念構圖的學習態度與看法。為完成上述研究目的，本研究採用二因子準實驗研究法。以台南市東光國小四年級四個班級共127位有效樣本進行分析，隨機分派2班到概念構圖組、2班到控制組，進行為期八週的實驗教學。測驗工具包含認知與後設認知學習策略量表、自然科學習成就測驗、空間能力測驗、學習態度量表。將所得資料以單因子單變量共變數分析、二因子單變量共變數分析、淨相關、多元逐步迴歸、簡單線性迴歸以及單母群平均數t考驗之。
主要發現如下：
一、概念構圖組學習者在認知策略、後設認知策略表現上顯著優於控制組。
二、教學方法（概念構圖組、控制組）與學習者不同空間能力（高、低分組）在後設認知策略表現上具有交互作用，在空間能力高分組中，概念構圖組在後設認知策略得分顯著優於控制組。
三、概念圖總分與認知策略後測與後設認知策略後測間皆具有正淨相關。
四、學習者在概念圖有效命題個數表現越好，學生越容易在認知策略、後設認知策略與學習成就上有較好的成績。
五、學習者在空間能力得分越高，在概念圖有效命題個數表現也越佳。
六、概念構圖組學習者在學習態度量表得分上具有正向態度存在。
本研究根據研究結果提出建議，以供國小自然科教學與未來研究之參考

The purpose of this study were: (A) To examine the effects of concept-mapping strategies on improving students’ science learning achievement, cognitive and meta-cognitive strategies as compared to traditional instructional approach. (B) To investigate the interaction effects between instructional strategies (concept mapping & traditional instructional approach) and student’s spatial ability on their science learning achievement, cognitive strategies and meta-cognitive strategies. (C) To explore the relationships between concept mapping, cognitive strategies, meta-cognitive strategies, and science learning achievement. (D) To test the predicative effects of different elements of concept-mapping (i.e., valid propositions, hierarchies, cross-links and examples) on cognitive strategies, meta-cognitive strategies and science learning achievement. (E) To examine if students’ spatial ability can significantly predict their performances on valid propositions, hierarchies, cross-links or examples of concept-mapping. (F) To examine students’ concept mapping performance for the duration of the study. (G) To understand students’ attitudes and opinions toward concept mapping. Four classes of fourth-grade participated for eight consecutive weeks. The collected data was analyzed through one-way ANCOVA, two-way ANCOVA, partial correlation, multiple stepwise regression , simple linear regression, one-group t test.
The results of this study were summarized as follows:
A. Students assigned to the concept-mapping group performed statistically better than the control group in their use of cognitive strategies and metacognitive strategies.
B. There was a statistically significant interaction effect between instructional strategy and students’ spatial ability on metacognitive strategies.
C. There were a positive partial correlation between concept mapping and cognitive strategies, and metacognitive strategies.
D. The more valid propositions students generated in their concept maps, the better they performed on the science achievement test, cognitive strategies and metacognitive strategies.
E. Students’ spatial ability scores is positively related to the number of valid propositions generated in their concept maps.
F. Students tended to exhibit positive attitudes towards concept mapping as a learning strategy. Suggestions for classroom teachers and future studies were proposed.

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