| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 99 === ABSTRACT
The main purpose of this research is to understand students’ sense of accomplishment, attitude, and behavior in everyday life through the topic of energy conservation and carbon reduction using problem-based learning in the implementation in energy conservation and carbon reduction programs in elementary school’s science and technology related classes.
This research uses action research and use 31 students in a grade 5 class as the research subject. By using class observation, action learning checklist, topic action record, interview data and reflection notes, along with two quizzes before and after the class on energy reservation and carbon reduction to understand the teaching effectiveness and solution to these problems. The conclusions of this research are:
1. Problem-based learning should not only encourage students with low achievement in time, but also ask other students who are patient and willing to assist to help students with low achievement to avoid them being marginalize.
2. Problem-based learning should be designed so students may plan their own schedule while learning actively to increase the effectiveness in learning energy conservation and carbon reduction.
3. Problem-based learning need students to develop field investigation to solve the problems they may face in the process of solving the topic and at the same time increase the effectiveness of learning energy conservation and carbon reduction.
4. In the process of problem-based learning, students may change their attitude toward energy saving and carbon reduction through
discovering and solving environmental problems around them and turn that energy conservation and carbon reduction to their living habit.
5. Through experiencing problem-based learning, students start to notice the change of environment in their everyday life and therefore change their performance toward energy saving and carbon reduction.
6. Through the process of problem-based learning, scholars learned to increase their interactions with the students to improve their teaching style.
Conclusions based on the recommendations of the research , for the teaching staff , school administration , and future research are suggested .
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