Development and Implementation of the Innovative Curricula about Green Building and Energy Efficient Vehicle at Elementary Level

• Main Authors: Chiu,Yu-Ru, 邱郁茹
• Other Authors: Shiang-Yao Liu
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/70904411579178719668

碩士 === 國立高雄師範大學 === 環境教育研究所 === 99 === This study is part of the curriculum development project funded by the National Science Council. The curriculum project aims to design teaching materials and to implement an innovative curriculum regarding green building and alternative fuel vehicle at elementary level. This study used both qualitative and quantitative research methods, including participation in the project, interviews with the curriculum design team (two teachers and two university professors), and collection of worksheets and questionnaires written by the sixth grade students of those two participate schools. This study employed CIPP evaluation model in which the context evaluation helps to curriculum development and teaching objectives selected, the input evaluation assists the teaching plan amendment, the process evaluation guides the implementation of curriculum development and teaching, and the product evaluation provides feedbacks for revising the curriculum. In this study, it was attempt for the elementary school teachers to develop teaching activities regarding green building and alternative fuel vehicle by cooperating with the professional team. Since the teachers were unfamiliar with the content knowledge, they generated discourses with the university professors and shared ideas with their professional team. Eventually, the two sides reached consensus on the design of teaching materials and the coverage of contents. The professional team not only supported the development of teaching materials for teachers but also acted as a consultant to the teachers. Through brainstorming and co-teaching, the teachers received an opportunity of professional development. The concepts of "energy saving" and "carbon reduction" were introduced to students by integrating the cases from everyday life. The results found that students had good responses to the learning activities, and the curriculum could enhance the students’ understandings on "green building," "alternative fuel vehicle,” and "energy saving and carbon reduction." Students’ attitudes and behaviors toward energy saving and carbon reduction showed no significant difference after the curriculum intervention. This study suggests that this program could be extended to test how teachers modify the teaching activities when professional team steps down. Teachers are suggested to use this program in normal curriculum and keep teaching portfolios to accumulate teaching experiences and professional knowledge in order to appropriately promote the "energy saving and carbon reduction" education.