| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 100 === This research studied the development process of and the instructional effects of an instructional project on the global issue of genetically modified food (GMF). The project was implemented in a sixth grade classroom for 22 sections. This research adopted action research approach. The researcher employed tests, documents collecting, class activity observation and record, instructor’s reflection notes to collect data and conducted analysis.
Summary of the discovery and conclusion of this research were as follows.
I. The development of a global education instructional project on genetically modified foods issue was based on the goals of American Forum for Global Education, the Food and Hygiene Administration Law announced by the Department of Health, Executive Yuan, and the Nine-year Curriculum outline. It adopted Civic Action oriented curriculum design of three cores : (1) Sustainability and Needs, (2) Global Relation and (3) Ecology and Human Rights.
II. After the implementation of the instructional project, student’s cognitive and affective domains all improved. Students also conducted three civic actions.
III. Through this action research, the researcher comprehended genetically modified foods, global education and action research professionally and profoundly. She also learned precious civic education through civic actions.
Three recommendations were made based on the research results.
I. To teachers: Teachers must be equipped with substantial professional knowledge and teaching ability as well as able to choose the right topics which facilitate teaching.
II. To textbook publishing companies: Education concerning genetically modified foods should be included in the related sixth-grade curriculum.
III. To future researchers: Instructional projects on ‘Genetically Modified Foods’ topics should apply to parents, consumers and food suppliers.
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