Abstract
This study was mainly to explore the different teaching strategies to the effect of Environmental Education. The subjects were three sixth-grade classes of an elementary school in Kaohsiung. The experimental group was implemented Critical e-STSE teaching (Critical Thinking and Web Quest Information Tool were integrated into e-STSE teaching), the control group one was implemented Critical Thinking integrated in lecture teaching, and the control group two was implemented e-STSE teaching (Web Quest Information Tool was integrated in e-STSE teaching), conducting Environmental Education based on the Issues of Petrochemical Industrial Park. The teaching effects were analyzed quantitatively and qualitatively. On the aspect of quantity, the pretest and posttest of Environmental Education Sub-target Questionnaire of students¡¦ grades were evaluated and analyzed by ANCOVA for the learning differences of three groups. On the aspect of quality, the students¡¦ discussions of K12 issues, learning sheets and tasks of Web Quest were analyzed. In addition, the kids¡¦ feedback forms, interviews and teachers¡¦ journals were analyzed.
The results based on the analysis were as below:
1. Three different groups all had significant results on the students¡¦ Environmental Education Performances.
2. Web Quest teaching design promoted the two groups-Critical e-STSE teaching and e-STSE teaching-on the learning results of the Educational Awareness and Sensitivity, and the Educational Action Skills, better than Critical Lecturing Teaching group.
3. Critical Thinking teaching activities promoted the two groups-the Critical e-STSE teaching and Critical lecture teaching- on the learning results of the Educational Ethical values, better than the e-STSE teaching group.
4. Critical Thinking and Web Quest Informational Tool integrated in e-STSE Environmental Educational Program promoted students¡¦ learning interests and abilities to the Science and Environmental Education.
5. Web Quest teaching design combined with K12 network classroom enhanced students¡¦ autonomous learning abilities and motivations.
6. The Curriculum design of games and group cooperation enhanced students¡¦ learning outcomes.
7. Field study and Observation were suited to apply to the Critical Thinking and Web Quest Informational Tool integrated to e-STSE Environmental Educational Program.
Finally, based on the results, the researcher make recommendations on the future teaching design and implement, and the further relevant study direction.
Keywords¡GCritical Thinking¡BWeb Quest¡BSTSE¡BInformation Education¡BEnvironmental Education
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0726112-114417 |
| Date | 26 July 2012 |
| Creators | Chiu, Yung-wei |
| Contributors | Shu-Ching Yang, Pei-Yi Chou, Min-Hsien Lee |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-114417 |
| Rights | user_define, Copyright information available at source archive |
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