The Impact of Marine-Life Teaching Towards Fourth Graders’Concepts and Attitudes on Conservation of Ecology

• Main Authors: Kuo Chi Hsin, 郭基信
• Other Authors: 黃萬居
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/44849250237510105567

碩士 === 臺北市立教育大學 === 自然科學系教學碩士班 === 99 === This purpose of this research was to investigate the impact of marine-life teaching towards fourth graders’ concepts and attitudes on conservation of ecology. The method was action research and the participants were 20 fourth graders of an elementary school class in Taipei City. Using the extending teaching activities through “integrative activities learning area” and flexible curriculum, the course based on relevant research of marine biology, with emphasis on the conservation of marine ecology. The teaching time were six weeks, with two class periods per week. The instruments were “Ocean Environment Ecological Conservation Concept Scale” and worksheets edited by the researcher, and “Ocean Environment Ecological Conservation Attitude Scale” edited by Chien Yueh-Fen（2009）. This research aimed to investigate the children’s concepts and attitudes on conservation of marine ecology and the practice at the marine-life teaching. The data collection were conducted through observation, interview, and teaching notes, to examine the problems and find out the solutions during teaching. During this study, the researcher adjusted this project and teaching strategies constantly, in order to promote the children’s concepts and attitudes on conservation of ecology through marine-life teaching. The result showed that (1) The fourth graders’ concepts and attitudes on conservation of marine ecology were still insufficient at present. (2) The marine-life teaching is more useful for improving the fourth graders’ concepts and attitudes on conservation of ecology. (3) In marine-life teaching, teachers can get solutions through introspection and discussing with experts. According to the conclusions of this study, suggestions to schools, teaching, social resource and further research were also discussed. Key Words: marine-life teaching, conservation of marine ecology