碩士 / 臺北市立教育大學 / 環境教育與資源研究所環境教育組 / 98 / This study discusses how the teaching activity of “Windows on Ocean” influences the sixth graders' concepts, attitudes and behavior about ocean ecological conservation. The study adopts one-group pretest-posttest design, the researcher’s school as the location, and 122 sixth graders as the objectives. In the process, the researcher writes the course, teaches, and observes. Through his “ Ocean Environment Ecological Conservation Concept Achievement Test,” “Ocean Environment Ecological Conservation Attitude Scale,” and “Ocean Environment Ecological Conservation Behavior Intention Scale,” I evaluate before and after teaching and statistically analyze the pretest and posttest to understand whether executing this teaching activity has obviously differed in sixth graders’ concepts, attitudes and behavior about ocean ecological conservation. Meantime, I record sounds and videotape students’ learning process documents, talk outline, teaching notes, and teaching reflection to analyze and examine the content and deeply understand students’ learning results.
The result shows that the teaching activity of “Windows on Ocean” obviously differs in the concepts of “Water Environment and Resource,” “Water Ecology,” “Environmental Changes,” and “Water Resource and Environmental Management.” In “Ocean Ecological Conservation Attitude” and “Ocean Ecological Conservation Behavior Intention,” the same teaching activity influences different classes. For the whole grade analysis, the teaching activity still obviously differs in students’ ocean ecological conservation “concepts”, “active and passive attitudes,” “persuading others,” and the change in “executing behavior intention.” Quality information shows that students learn to choose the clean and safe intimate water environment, protect the surrounding ecology, happily join environmental protection activities, show environmental protection, and achieve learning goals of having intimate relationship with water, loving water, and knowing water by reading and experiencing activities.
According to the result, I suggest if school administrations want to give ocean environment educational courses, based on schools’ external and internal factors, they think of guiding principles to develop ocean environment education, make research groups write the ocean environment educational course, and wholly support funds, people, and resources related to teaching activities. Teachers should join more seminars to be more professional, design diverse courses to interest students and improve learning effects, plan the top quality program to increase students’ environment protection skill and experiences, evaluate courses in the process, and offer course research groups a direction to improve to make the future teaching achieve the teaching goals more easily. This study is a non-coastal ocean environmental education course. If you want to study further, you can plan to devise the ocean educational course study for different grades and schools’ locations.
| Identifer | oai:union.ndltd.org:TW/098TMTC5007003 |
| Date | January 2009 |
| Creators | Chien Yueh-fen, 簡月芬 |
| Contributors | Mei-Lee Wu, 吳美麗 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 206 |
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