碩士 / 臺北市立教育大學 / 自然科學系教學碩士班 / 100 / Marine Education was officially implemented in the 100th school year. Though the content of textbooks with Marine Education in the Second Grade is relatively fragmented, we have been teaching them through picture books, constructing situation of marine from stories and helping students to integrate into the marine world by images and having group discussions.
We started from sharing concerns for marine life, loving marine and understanding marine. We discussed these ideas in order to shape the situation, ‘Close to Marine’, ‘Treasure Marine’ and Know Marine’. This study was to investigate teachers how to guide students exploring marine, knowing marine life and understanding the concept of conservation of marine organisms. The purpose of study is as following.
I. Knowing Marine Education experience of the Second Grade students before teaching.
II. Analyzing marine knowledge.
III. Investigating the impact of students learning attitude on marine life through picture books.
IV. Investigating the effect of Marine Education.
The researchers chose one of the elementary schools in Taipei with five classes and consisting of 210 students in total for Adjusted Research Direction by teaching. For Modified Research teaching, the researchers then chose one class of 40 students as a formal research object. The study uses qualitative and quantitative methods to explore marine picture books. The researchers then guided students into the situation of stories discussed with students and assessed students before and after teaching by ‘Test paper’ and ‘Scale’ as tools in teaching.
In using the quantitative data to precede statistical analysis, and collecting qualitative data, in order to record the process of interaction between teachers and students. The results of study were as following:
1.） Students got marine knowledge from TV and they lacked any marine experience and marine activities.
2.） After teaching Marine Education, the students got higher scores on marine knowledge than before. Therefore, we can teach marine organisms earlier in the Second Grade.
3.） The students’ attitude on teaching Marine Education through picture books was positive. Their scores on pretest and post test of all dimensions of learning were more than 3 points. It means they are interested in marine courses.
4.） Teaching Marine Education in the Second Grade through picture books to promote students’ attention, and achieve teaching objects. Therefore, teaching by teacher-student interaction based mode that helps students learn. In addition, teachers use positive language to stimulate students’ participation .
According to this research, we can acquire datas to analyze through multiple methods, and we can hold activities in school to make students learning about marine continuously in daily life. In order to make students learning in different areas, we can design local marine picture books.
| Identifer | oai:union.ndltd.org:TW/100TMTC5147010 |
| Date | January 2012 |
| Creators | Tseng,Jui-Wen, 曾瑞雯 |
| Contributors | XU,MIN-YANG, 許民陽 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 128 |
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