| Summary: | 碩士 === 臺北市立教育大學 === 環境教育研究所 === 94 === Abstract
This research aims at surveying the biodiversity concepts of the fifth and sixth graders of the elementary schools in Taipei. The biodiversity- related teaching materials in the textbooks of Nan-I, Han-Lin, Newton, and Kang-Hsuan editions were compared by means of literature analysis, expert questionnaire, textbook analysis and semi-structure interviews. The present situation of students’ biodiversity knowledge was also studied.
The main results of this research are as follows:
I. The biodiversity concepts which the fifth and sixth graders need to get familiar with can be divided into 5 great domains: basic definition, ecological knowledge, importance, present situation, and conservation. Under them come 16 sub-domains and 40 key concepts. Among them, the sub-domain of culture diversity and the key concept of different faces of culture are newly added in this study.
II. All the editions of textbooks have included sufficient materials for the fifth and sixth graders to get familiar with biodiversity concepts. Unfortunately, the following concepts, such as life community, dynamic equilibrium, population and community, quality of the environment, medicine development, environment amenity, recreational impacts, value clarification, conservation centers and museums ,are seldom mentioned.
III. The concepts of greenhouse effect, ozone layer depletion, and acid precipitation still need to be reinforced.
IV. The students’ biodiversity concepts derive, in order of frequency from outside readings, TV programs, newspapers and school teachers.
V. The scores of the questionnaire on biodiversity concepts reveal no obvious difference in where the school is located, which gender students belong to and whether they are taught by a “Social Studies” or by a “Natural Science and Life Technology ” teacher. However, difference comes out as to whether students have come upon the word “biodiversity” before they fill out the questionnaire. Besides, the students’ scores are different in Social Studies in Nan-I and Han-Lin edition. As for Natural Science and Life Technology, all the editions show no obvious difference.
The researcher suggests that teachers design teaching activities for fifth and sixth graders based on the important and appropriate biodiversity concepts derived from this research. In order to get better result, teachers should emphasize the biodiversity concepts during the teaching process.
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