| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 94 === The goal of this research is to discuss the influence of teaching the unit of “Underwater Species” combining the issue of biodiversity with Science and Technology Domain on the students’ concept of underwater species, the students’ attitude toward the protection of biodiversity, and the students’ capacity of the identification of biodiversity. Additionally, to understand thoughts and feedback from students after receiving the combined curriculum is another end.
This research uses Quasi-experiment and, mainly, quantitative statistic analysis. The research objects are two 4th-grade classes in an elementary school at Xizhi City, Taipei County, within which one is the experimental group receiving the teaching approach of combining the issue of biodiversity with Science and Technology Domain while the other is the control group receiving the general science course. These two groups need to take pre-tests and post-tests of “The Concept of Underwater Species Test,” “The Attitude toward the Protection Biodiversity Scale,” and “The Identification of Biodiversity Test;” still, students of the experimental group fill in “The Feedback Questionnaire of Students’ Learning” after receiving the combined curriculum. The data analyzed methods include analysis of variance (ANOVA) and covariance (ANCOVA). The followings are the main results of this research:
1. The score of “The Concept of Underwater Species Test” from the students receiving the curriculum combining teaching with the issue of biodiversity is much more excellent than the students receiving the general teaching (F= 17.119，p﹤.05), which suggests that the curriculum combining teaching with the issue of biodiversity can efficiently improve the students’ learning achievement of the concept of underwater species.
2. The score of “The Attitude toward the Protection Biodiversity Scale” from the students receiving the curriculum combining teaching with the issue of biodiversity is much more excellent than the students receiving the general teaching (F=12.329，p﹤.05), which suggests that the curriculum combining teaching with the issue of biodiversity can efficiently improve the students’ attitude toward the protection of biodiversity.
3. The score of “The Identification of Biodiversity Test” from the students receiving the curriculum combining teaching with the issue of biodiversity is much more excellent than the students receiving the general teaching (F=36.617，p﹤.001), which suggests that the curriculum combining teaching with the issue of biodiversity can efficiently improve the students’ capacity of the identification of biodiversity.
4. After practicing the teaching approach combining with the issue of biodiversity, the experimental group is positively affirmed in the aspects of the learning attitude of the curriculum, the learning motivation, and the learning strategy. Still, in the process of the teaching activity, the most favorite teaching activity students like is the interactive teaching activity such as outdoor teaching and playing games, which implies that the teaching activities, such as outdoor observation and survey by students themselves, proceeding in the vivacious and interesting way could efficiently enhance the students’ learning interest.
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