A study on the effectiveness of Values Clarification intervention for water resources education ~An Example of the 7th Grade Students in Taipei County

• Main Authors: Kun-Jung Lin, 林坤蓉
• Other Authors: 葉國樑
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/14282857688049853018

碩士 === 國立臺灣師範大學 === 衛生教育研究所 === 90 === The main purposes of this experimental study was to apply values clarification approach to make the teaching models of water resource education , and to explore the differences of the effects between values clarification approach and traditional approach. The non-equivalent pretest-posttest control group design was used in this study. Two classes of the 7th grade students from Shuangchi Junior High School in Taipei county were selected as the sample and randomly assigned the experimental（n=34） and control group（n=34）.（There were only two classes in Shuangchi Junior High School .）Meanwhile, one class of the 7th grade students from Kuyan-in Junior High School in Tauyan were selected as the out-of-school control group to detect the possible unexpected effects caused by the interaction between the students of the experimental and the in-school control group（n=31）. There were ninety-nine students in this study. The main findings of this study were as follows： （1）The knowledge of water resource of the subjects mainly came from television（71.7﹪）and then schools’ teachers. （2）Most students didn’t participate in water resource-related activities（60.6﹪）.As to the students taking part in water resource-related activities, there were about twenty-five（24.3﹪）percentage of subjects participated in outdoor teaching activities . （3）There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of the experimental between pretest and posttest. That is, values clarification approach could enhance knowledge, attitude, behavior and environmental sensitivity of water resource of the experimental. While, control group and out-of-school control group showed the opposite results. That is, traditional approach couldn’t enhance knowledge, attitude, behavior and environmental sensitivity of water resource of control group and out-of-school control group. （4）There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of posttest among the experimental, control group and out-of-school control group. And values clarification approach on enhancing knowledge, attitude, behavior and environmental sensitivity of water resource was better than traditional approach. （5）On the atmosphere of class, reflections of the students, values clarification approach was better than traditional approach. The teaching model of values clarification was favorable for students. （6）The teaching model of values clarification approach could promote thinking and creativity of students and impressed the subjects. While traditional approach didn’t. According to main results of this research, we explored that appling values clarification approach to water resource education was helpful to the subjects. The researcher suggested that schools’ teachers could use values clarification approach in water resource education in order to enhance environmental knowledge, attitude, behavior and sensitivity of students.