| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 99 === The purpose of this study was to analyze the effects of life and death education integrated into class-reading group on death concepts of the third and the fourth graders in elementary school. The subjects of this quasi-experimental study were 54 students from two third-grade classes of one elementary school in Kaohsiung County. They were chosen as the experimental group( N=27) and the control group( N=27) respectively. The experimental group took 12 lessons of life and death education integrated into class-reading group courses for four weeks, three lessons per week. However, the control group did not take any extra lessons during the experimental period.The evaluation scale of death concepts for the third and the fourth graders
in elementary school was used to collect the quantitative data. The subjects were required to take a pre-test before the treatments, to take the post-test after the treatments, and to take the tracking test seven weeks later.
The data were analyzed quantitatively and qualitatively. In the quantitative aspect, the data were analyzed by one-way analysis of covariance ( ANCOVA), one-way dependent ANOVA, independent-sample t test, and one-way independent ANOVA. In the qualitative aspect, the subjects’ and their parents’ responses and attitudes were synthetically investigated through recorded unit discussions, learning sheets, feedback forms, semi-structured interviews, and the checklists for the subjects and their parents, etc.
The main results of the study were as follows :
1. After the life and death education integrated into class-reading group courses, the death concepts of the experimental group were improved. Based on the ANCOVA analysis of the evaluation scale of the death concepts for elementary school students, the biological subscale, psychological subscale, and metaphysical subscale, no significant immediate and continual differences between the experimental group and the control group were found. However, effectiveness of the course were shown in the checklists, the recorded unit discussions, and the learning sheets.
2. Based on the ANOVA analysis of the evaluation scale of the death concepts for elementary school students, the biological subscale, psychological subscale, and metaphysical subscale, no significant immediate and continual differences between the experimental group and the control group were found.
3. Significant differences were found in the aspects of genders, the death of relatives, and death experience through media, but no obvious differences were found in other six background variables.
4. Generally speaking, the subjects and their parents were all very satisfied with the improvement of the subjects’ death concepts, the contents and teaching methods of life and death education integrated into class-reading group courses.
Finally, according to the results, researcher proposed specific suggestions for educational administrations, educators and further researchers.
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