The Application of Situated Activity Instructional Strategy to Environmental Education: an Analytical Study on Learning the Concept of “Land Subsidence”

• Main Authors: Yung-lin Wu, 吳永霖
• Other Authors: Hung-Liang Lee
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/41791765605613219209

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 97 === The purpose of this study is to develop a “Situated Activity Instructional Strategy” (SAIS) for the unit “Land Subsidence” in environmental education. Situation driven activities and multimedia reinforcement help deepen learners’ impression on the sinking of land. In order to explore the learning effects and attitudes of the students, this study includes 2 classes of students (60 students) from an elementary school in central Taiwan. Following quasi-experimental rubrics, one class (30 students) is assigned to SAIS group (experimental group); the other class (30 students) is assigned to non-SAIS group (control group). Researcher also conducted in-depth interviews to investigate the qualitative insights of learning. Interpreting the data with triangulation approach, the researcher found that: (1) The learners held positive attitudes toward the situated activities and multimedia instruction. (2) The results showed a significant effect of ASIS on learners’ performance. (3) Learners’ prerequisite knowledge was significantly related to the learning of the concept of land subsidence. Implications on teaching land subsidence are drawn from the research findings. This study also makes suggestions on educational practice and future research. In conclusion, SAIS, which combines serial situated activities and multimedia instruction, indeed provides a helpful teaching package in environmental education.