Influence of Environmental-Issue Films Teaching on Environmental Cognition and Attitude of Primary School's Fourth-Grade Students

• Main Authors: Hsiu-Hui Yen, 顏秀惠
• Other Authors: Chun-Sheng Wu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/71302985014085488458

碩士 === 康寧大學 === 休閒資源暨綠色產業研究所 === 101 === This paper aims to examine the changes in the environmental cognition and environmental attitude of the 4th grade students after watching tutorial films on environmental issues. Consequently, the effects of a tutorial film on the students’ environmental learning can be understood. This is a quasi-experiment and the 4th grade students from 3 classes in one of the elementary schools in Tainan City are selected as the study object. The classes are categorized into 3 groups, one control group and two experiment groups. Tutorial films are not introduced in the control group. In the first experiment group, students are required to watch the environmental tutorial films. And in the second experiment group, students are given oral briefing about environmental issues. The entire experiment lasts for a total of 6 weeks. The research tool is a questionnaire designed by the researcher, “The Environmental Cognition and Attitude of the 4th Grade Students Questionnaire.” The difficulty, discrimination, reliability, and effectiveness of the questionnaire is tested and analyzed prior to the study. Students are required to fill out the questionnaire before the experiment commences and after the experiment has ended respectively. The results are statistically analyzed with descriptive statistical analysis, independent sample t test, paired sample t test, and one-way Anova etc. Qualitative data from the learning list and the students’ learning feedback form is also collected and used as a reference for the research findings. The results of this research are as follows: The pre-test and post-test of the control group show no significant differences. The environmental cognition of the two experiment groups before and after the experiment is significantly different but the environmental attitude is not significantly different. Tutorial films and oral briefing have positive impacts on the environmental cognition of the students. Both experiment groups score higher marks on the 4 issues, “global warming,” “energy resources,” “pollution,” and “ecology preservation” as compared with the control group and the results are significantly different. The post-experiment cognitive scales of both the experiment groups are higher as compared with the control group and the results are significantly different. The environmental attitude of both experiment groups is not significantly different. The attitude scale and post-test of both experiment groups on the 4 issues about “global warming,” “energy resources,” “pollution,” and “ecology preservation” are also not significantly different from the control group. There are no differences between the environmental cognition and environmental attitude of the students instructed either by tutorial films or by oral briefing. The cognitive scale and attitude scale post-test of both experiment groups shows no significant differences.