為解決在電腦課程中學生只是記住零碎的知識，課後無法有效複習的情形，研究者嘗試使用概念圖於教學，希望學生能對學習的單元能有整體概念，並於課後能確實複習，最後更希望能促成研究者在教學上的成長。研究採行動研究法，以高商資料處理科一年級的三個班級為實施對象。實施過程分為概念圖繪製訓練及概念圖應用兩階段，共實施了計算機概論課程中的6個單元。研究結果發現，課堂上討論概念圖有助於學習氣氛的提昇，課後概念圖作業能達到複習的效果。在概念圖繪製訓練方面，學生需要較長時間來熟悉此工具的使用，且訓練過程中概念圖的展示及討論有助於學生的學習。此外，畫概念圖時學生在尋找重要概念方面較無問題，但對連接詞之選定則較感困難。而教師藉由批閱學生的概念圖較易了解學生學習情形，但卻較一般作業的批改更耗費時間。

This study investigated how concept maps were used in assisting students’ learning of computer concepts. The concept maps were used as a concept organization tool to help students acquire major ideas presented in the class and in the textbooks. The action research method was implemented in order to understand the practical issues involved in using the tool, and to improve the researcher’s own teaching skills and knowledge. Three classes of grade 10 vocational high school students participated in the study. The research was conducted in two stages: the training of students for drawing concept maps, and the using of concept maps in learning concepts. Six units of Data Representation Theory in Introductory Computers course were covered in the learning activities.
The findings showed that demonstrating and discussing students’ concept maps in class was helpful in improving class atmosphere, and assigning concept map homework for students to review what they learned in class was beneficial. As to the training of drawing concept maps, students felt less difficulty in identifying key concepts (nodes), but had problems in determining proper relationship (links) between the concepts. We also found that training students to draw concept maps required more time than many studies had reported. The researcher considered concept maps an idea tool for assessing students’ learning, but at the expense of more time on grading the homework.

耿筱曾 (1997)：為什麼概念構圖是一種有效的教學策略。科學教育研究與發展，9期，76-79。
陳嘉成、余民寧 (1998)：以概念構圖為學習策略之教學對自然科學習的促進效果之研究。國立政治大學學報報，77期，201-235。
張子超、楊冠政 (1997)：學生環境知識概念結構發展的研究。師大學報：科學教育類，42期，31-48。
Baroody, A. J., & Bartels, B. H. (2000). Using concept maps to link mathematical ideas. Mathematics Teaching in middle school, 5(9), 604-610.
Brandt, L., Elen, J., Hellemans, J., Heerman, L., Couwenberg, I., Volckaert, L., & Morisse, H. (2001). The impact of concept-mapping and visualization on the learning of secondary school chemistry students. International Journal of Science Education, 23(12), 1303-1013.
Briscoe, C., & LaMaster, S. U. (1991). Meaningful learning in college biology through concept mapping. The American Biology teacher, 53(4), 214-219.
Cascales, J. A. , Solano, E., & Leon, G. (2001). The use of concept maps in the teaching of introductory chemistry in engineering schools. International conference on Engineering Education, August 6-10 .
Cliburn J., Joseph W. (1990). Concept maps to promote meaningful learning. Journal of College Science Teaching, 19(4), 212-217.
Dabbagh, N. (2001). Concept mapping as a mindtool for critical thinking. Journal of computing in teacher education, 17(2), 15-24.
Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21(6), 356-365.
Heinze-fry, J. A., & Novak, J. D. (1990). Concept mapping brings long-term movement toward meaningful learning. Science Education, 74(4), 461-472.
Horton, P. B., Mcconney, A. A., Gallo, M., Woods A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional Tool. Science Education, 77(1), 95-111.
Kinchin, L. M. (2000c). Using concept maps to reveal understanding: a two-tier analysis. School Science Review , 81(296), 41-46.
Kinchin, L. M. (2001). If Concept mapping is so helpful to learning biology, why aren't we all doing it?. Journal of Chemical Education, 23(12), 1257-1269.
Kinchin, L. M. (2000a). Case Study concept mapping in biology. Journal of Biological Education, 34(2), 61-68.
Kinchin, L. M. , & Hay, D. B. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57.
Kinchin, L.M. (2000b). Concept-mapping activities to help students understand photosynthesis-and teachers understand students. School Science Review, 82(299), 11-14.
Malone, J., & Dekkers, J. (1984). The concept map as an aid to instruction in science and mathematics. School Science and Mathematics, 84(3), 220-232.
Markow, P. G., & Lonning. R. A. (1998). Usefulness of concept map in college chemistry laboratories: Students' Perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1029.
McClure, J. R., & Bell, P. E. (1990). Effects of an environmental education-related STS approach instruction on cognitive structures of pre-service science teachers. University Park, PA: Pennsylvania State University. (ERIC Document Reproduction Service No. ED 341582)
McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4), 475-492.
Mintzes, J. J.,Wandersee, J. H., & Novak, J. D. (2000). Accessing understanding in biology. Journal of biological Education, 35(3), 118-124.
Nicoll, G., Francisco, J., & Nakhleh, M. (2001). A Three-tier system for assessing concept map links: A methodological study. International Journal of Science Education, 23(8), 863-875.
Novak J. D. (1990). Concept Mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.
Novak, J. D., & Gowin, D. R. (1984). Learning How to Learn. New York Cambridge University Press.
Novak, J. D. (1995). Concept mapping: Strategy for organizing knowledge. In S.M. Glynn & R. Duit (Eds.). Learning Science in the Schools: Research Reforming Practice(pp.229-245).,Mahwah, New Jersey: Lawrence Erlbaum Associates.
Odom, A. L., & Kelly, P. V. (1998). Making learning meaningful. Science Teacher, 65(4), 33-37.
Pendley, B. D., Bretz, R. L., & Novak, J. D. (1994). Concept maps as a tool to assess learning in chemistry. Journal of Chemical Education, 71(1), 9-15.
Regis, A., Albertazzi, P. G., & Roletto, E. (1996). Concept maps in chemistry education. Journal of Chemical Education, 73 (11), 1084-1088.
Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete. Journal of Research in Science Teaching, 35(10), 1103-1127.
Robert, L. (1999). Using concept maps to measure statistical understanding. International Journal Mathematics Education SCI Technol, 30(5), 707-717.
Robinson, W. R. (1999). A view from the science education research literature: Concept map assessment of classroom learning. Journal of Chemical Education, 76(9), 1179-1180.
Romance, N. R., & Vitale, M. R. (1999). Concept mapping as a tool for learning. College Teaching, 47(2), 74-79.
Ruiz-Primo, M. A. (2000). On the use of concept maps as an assessment tool in science: What we have learned so far. Electronic Journal of Educational Research, 2(1).
Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
Ruiz-Primo, M. A., Schultz, S. E., Li, M., & Shavelson, R. J. (2001a). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
Ruiz-Primo, M. A., Shavelson, R. J., Li, M., & Schultz, S. E. (2001b). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7(2), 99-141.
Shavelson, R. J., Lang, H. & Lewin, B. (1994). On concept map as potential "Authentic" assessment in science. Center for the study of evaluation technical report 388: CRESST, University of California at Los Angeles.
Slotte, V., Lonka K., & Centre L. (1999). Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21(5), 515-531.
Stensvold, M. S., & Wilson, J. T. (1990). The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education, 74(4), 473-480.
Tan, S. C. (2000). The effects of incorporating concept mapping into computer Assisted Instruction.. Journal of Educational Computing Research, 23(2), 113-31.
Todd, R. J., & Kirk, J. (1995). Concept mapping in information science. Education for Information, 13(4), 333-347.
Trowbridge, J. E., & Wandersee, J. H. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459-73.
Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27(10), 923-936.
Zeilik, M., Schau, C., Mattern, N., Hall, S., Teague, K.W., & Bisard, W. (1997). Conceptual astronomy: A novel model for teaching postsecondary science course. American Association of Physics Teacher, 65(10), 987-996.