The effects of promoting elementary school student’s moral development through a moral inquiry teaching

• Main Authors: Yi-Ting Ke, 柯儀婷
• Other Authors: Hong Zuway R
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/r284us

碩士 === 國立中山大學 === 教育研究所 === 96 === The purpose of this study was to investigate the effects of elementary school students’ moral characteristics and moral behaviors through a moral inquiry teaching. A nonequivalent pretest-posttest design was conducted on this study. Two investigator-developed instruments (i.e., “School Students Moral Behavior Questionnaire” and “Parenting practice Questionnaire”) were conducted on both experimental and control group students during the pre- and post moral inquiry teaching. In addition, daily student behavior records and follow-up individual interviews with student, teachers, and their parents were collected to verify the quantitative results. The main findings from t-tests comparisons and ANCOVA analyses were as follows: 1. The posttest experimental group students’ moral characteristics total scores were significantly higher than the control group’s. 2. On the topic of “responsibility’’, the experimental students agreed that being responsible in family matters positively correlates to moral behaviors. 3. On the topic of “respect earth’’, the experimental students presented more respectful in their school areas ,but not in public districts. 4. On the topic of “taking care of others’’：Before the intervention, the experimental group students expressed more active cares to their parents, but not to their classmates. After 9 topic systematic inquiry teaching, students pay more attention on their classmates; therefore , the experimental group students obtain higher scores than control group. Implications for practice and research are provided.