The Influences of Science Instruction Integrated with Environmental Hormone Issue on the Elementary School Fifth Graders’Environmental Knowledge, Attitudes and BehaviorsBy Example of Volume “Life of Animals”

• Main Authors: Ching-wen Yu, 余靜雯
• Other Authors: Huey-lien Kao
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/32536452571238437409

碩士 === 國立屏東教育大學 === 數理教育研究所 === 97 === The purposes of this research were to understand the influences of science instruction integrated with environmental hormone issue on the elementary school fifth graders’ environmental knowledge, attitudes and behaviors. Besides, the research tried to compare the learning effectiveness between STS and traditional teaching methods on the students’ environmental knowledge, attitudes and behaviors. The research adopted the quasi-experiment design method. Two 5th grade classes, 60 students, were selected by the researcher from an elementary school at Kaohsiung city. One class, 30 students, received the STS integrated course of environmental hormone issues as the experimental group, the other (30 students) received the traditional course as the comparison group. The research instrument “Investigation Questionnaire on Elementary School Fifth Graders’ Environmental Hormone Knowledge, Attitudes and Behaviors” was used for all subjects to collect data before and after the instruction and then statistically analyzed the data. After the instruction, the researcher selected 10 students from experimental group to carry out a half-structured interview by random sampling in order to realize the changes of their real life environmental attitudes, behaviors, and their comments toward STS environmental course. According to the data analysis, the conclusions were listed as follows: 1. There were no significant differences on the environmental hormone knowledge, attitudes and behaviors between genders. 2. There were significant differences on experimental group students'' environmental hormone knowledge, attitudes and behaviors between pre- test and post-test. The post-test scores were better than the pre-test scores. The figure indicated that STS instruction can promote experimental group students’ environmental hormone knowledge, attitudes and behaviors. 3. There were significant differences on comparison group students'' environmental hormone knowledge, attitudes and behaviors between pre- test and post-test. The post-test scores were better than the pre-test scores. The figure also indicated that traditional instruction can promote comparison group students’ environmental hormone knowledge, attitudes and behaviors. 4. There was significant positive correlation on the students’ environmental attitudes and environmental behaviors. In other words, the students who had better environmental attitudes could have more positive environmental behaviors. There were no significant correlation between the students’ environmental hormone knowledge and attitudes. No significant correlation was found between environmental hormone knowledge and environmental behaviors, either. 5. Most experimental group students had positive and affirmative comments toward environmental hormone STS teaching. They thought this kind of learning method was positive, achievable and interesting. Besides, the interaction between group members was quite harmonious. Finally, according to the research results and conclusions, the researcher provided some suggestions for further reference for schools, education administration departments, teachers and future researches.