The Effects of the Marine Environmental Education Program to the Students of Fourth Graders Knowledge, Attitudes and Behavior

• Main Authors: Li Ming Jia, 李明嘉
• Other Authors: Liu Hui Yuen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/25625568912393162485

碩士 === 國立臺中教育大學 === 環境教育研究所 === 95 === Taiwan is surrounded by the sea. The lives of those people who live on the islands are closely connected with the sea. The purpose of the research is to evaluate the effect of “The Marine Environmental Education Program” (MEEP) to the knowledge, attitudes and behavior of the fourth graders of the elementary school and to increase the elementary school students’ knowledge, to cultivate their interests and responsibility to the sea, and to improve their action of protecting the sea through the Marine environmental education program. The research used quasi-experimental design. The objectives were two classes of the fourth graders at Wen-Chang Elementary School in the County of Taichung in 2005. Class 403 is experimental group who received MEEP for twelve periods, and Class 410 is control group who didn’t receive MEEP. The experimental group and control group both accepted pre-test of a questionnaire a week ahead of the instruction and post-test of the same questionnaire a week behind the instruction. The data of this research included quantitative information of a questionnaire and qualitative informations that were consisted by teachers’ observation records and students’ learning sheets and learning records. Through the data analysis, there were major findings as below: 1. The experimental group’s scores by ANCOVA (analysis of covariance) are significantly higher than control group through MEEP. The post-test scores of the experimental group are significantly higher than the pre-test scores of it. It showed that MEEP significantly increased participants’ knowledge, attitudes and behavior in the protection of Marine environment. 2. The pictures of local Marine environment that were taken by the researcher could increase the participants’ learning motives and interests. The field trip of Marine environmental education through visiting the real environment and observing real objects could provide abundant learning contents to increase learners’ interests. 3. The dynamic instructions such as cleaning the beach, interviewing and role play could make the participants not only gain correct knowledge, attitudes and behavior of the Marine environmental protection, but also increase their learning interests and concentration degree through the hands-on learning methods. 4. The participants gave the positive feedbacks to the program of Marine environmental education such as content suitability, teaching methods, teaching objectives, self performance, classroom atmosphere, life application, and improvement of teaching materials. 5. The application of learning sheets helped the participants to understand the learning key points and directions. Therefore, the application of learning sheets could improve the participants’ learning effects. According to the research results, there were some suggestions: The educational administrative institutes should confront the problems of Marine environment, carry out the Marine environmental education and adopt it as a part of formal education course. The instructors should pursue their further education of sea related knowledge, reinforce their teaching abilities of the Marine environmental education, and thorough understand the local nature resources of the Marine environmental education. For future researchers, they could use different research methods to evaluate different Marine environmental education such as large-sized museum of marine biology, local authorities of sea area or coast.