A Study on Cognition and Practice of Resources Conservation for Fifth Grades by Video Watching－An Example of Lu Tong Elementary School, Changhua

• Main Authors: Chao Chiao-Mei, 趙巧媚
• Other Authors: Chen Yi-Ching
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/93362577363716811283

碩士 === 大葉大學 === 工學院碩士在職專班 === 101 === The purpose of this study aims to investigate the discrepancy of cognition and practice on resources conservation for the fifth grader children under different background factors. Meanwhile, the study will also review the affection of the cognition and practice on resources conservation between the control group (traditional exposition teaching) and the experimental group (video watching teaching) through teaching activities. Through the questionnaire survey the results are analyzed by proceeding with descriptive statistics, independent sample t-test, paired samples t-test, Pearson product-moment correlation and analysis of covariance methods. The conclusions are shown as: (1)There is no significant differences between the cognition and practice of resources conservation to the fifth grader children with different background. Also, results show no significant connection each other between cognition and practice. (2)The pre-test and post-test scores on the cognition and practice of resources conservation reached significant difference in the experimental group. Nevertheless, only the cognition of resources conservation can reach significant difference in the contol group. (3)The post-test scores on both cognition and practice of resources conservation can reach significant difference between experimental group and control group. (4)Through video watching teaching the cognition and the practice of resources conservation have shown the relevant positively to each other for experimental group. On the other hand, no relevant to each other for the control group. In conclusion the video watching teaching program with resources conservation topics can actually promote the cognition and practice of resources conservation for school children.