桃竹苗地區國中自然與生活科技領域教師生物多樣性概念的認知與現行教材使用之分析研究

• Main Author: 李正吉
• Other Authors: 張美玉
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/83357893440742687352

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(自然組) === 93 === Abstract In order to avoid the terrestrial resources being used up and to reach the target of recycling in the long term, it’s urgent to maintain the biodiversity, and teachers in junior high and elementary schools should be responsible for enlightening students on this idea. Two research methods are applied to this study. 1.Questionnaire It’s designed to research into the cognition level about this ‘biodiversity’ idea of those junior-high-school teachers in Science and Living Technology field in Tao-yuan, Hsin-chu and Miao-li districts. It is also designed to get to know teachers’ acknowledgement level about the instructional objectives of ‘biodiversity’ in the Nine-Year Integrated Curricula, target-reaching satisfaction and their ability to edit their own teaching materials about ‘biodiversity’. 2.“Textbook Questioning Strategies Assessment Instrument (TQSAI) and Bloom’s taxonomy of classifying educational objectives” It’s used to analyze the distribution situation of questions about ‘biodiversity’ recorded in junior-high-school students’ workbooks. Through the analyses of 129 verified samples and question types in students’ workbooks, it’s found that (1)The cognition level about the ‘biodiversity’ idea of those junior-high-school teachers in Science and Living Technology field in Tao-yuan, Hsin-chu and Miao-li districts is above average. (2)According to the cognition of “biodiversity’, there are obvious differences among the ‘gender’ variable in gene aspect, the ‘school scale’ and ‘school location’ variables in species aspect. (3)The relation between gene / ecosystem and species / ecosystem is positive. (4)Teachers’ acknowledgement level about the instructional objectives of ‘biodiversity’ in the Nine-Year Integrated Curricula, target-reaching satisfaction and their ability to edit their own teaching materials about ‘biodiversity’ is about the average to high level. (5)By examining the questions in students’ workbook with TQSAI and Bloom’s taxonomy of classifying educational objectives methods, we find that questions in those nation-examined textbooks, which we can see often, are well-designed. The research also puts forward suggestions after this text as references for educators in future studies.