碩士 / 臺北市立大學 / 歷史與地理學系 / 105 / The problems with food security in today’s society make people worried and afraid. School children have poor eating habits because of a lack of knowledge about healthy diet. They are unfamiliar with the farm-to-table process and their emotional attachment to the land is weakening day by day.
This study is an action research; farming activities were arranged on the basis of Kolb’s experiential learning cycle. From September 2016 to May 2017, two farming projects were carried out, focusing on the stages of reflection and discussion. It was expected that by reflecting on the process, the students would take the initiative to solve the dilemma that they were facing with in farming, and that with inspiration by the process, their concern about the environment and their grateful hearts could be revived. By collecting such information as the students’ works, the teacher’s reflective journal and videos of the dialogues in class, the researcher observes the students’ performance in learning and how the activities were conducted, explores what we should pay attention to when designing farming activities by means of the Kolb’s experiential learning cycle, and finally makes some suggestions about the activities applicable to the third graders’ farming projects, in hopes that they would benefit other teachers in the field of food and agriculture education in future.
With respect to the students’ reaction and performance after the farming activities, they improved in the cognitive, affective and psychomotor domains respectively. Through the cultivating experience, they had the chance to participate in the farm-to-table process and realize the meaning of a classic Chinese verse – “Who knows where the food in the dish comes; each grain of rice is the fruit of hard work,” which enhanced the effectiveness of food and agriculture education. The cultivating experience also nurtured a positive attitude, patience, care, cooperation and a sense of responsibility in the students, which are all abilities that will be beneficial to them their whole lives. As for the lesson plans of farming activities, it is found that group observation was superior to individual observation because the exchange of ideas and dialogues among group members better stimulated the students’ problem-solving capabilities to deal with a dilemma. Moreover, farming projects through experiential learning were more suitable for the third graders than the first or second graders.
Finally, based on the findings of this research, some suggestions about farming activities are made and some individual research plans are also proposed, which are provided for reference by future educators in this field.
| Identifer | oai:union.ndltd.org:TW/105UT005205004 |
| Date | January 2017 |
| Creators | Wu, Yen-Wei, 吳彥葳 |
| Contributors | 徐榮崇 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 158 |
Page generated in 0.0192 seconds