An action research for integrating ecofeminism into science teaching

• Main Author: 許淑婷
• Other Authors: 蔡麗玲
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/05281282440746318035

碩士 === 國立高雄師範大學 === 性別教育研究所 === 101 === Abstract Adopting the action research methodology, this study applies an action plan of integrating ecofeminism into the Nature curriculum to carry out the activities of four teaching themes. The aim is to help students develop values that require them to pay attention to the ecological environment and associate equality and care, thus building ecofeminist literacy. The action plan of this study is composed of four teaching themes: 1) What I Know about Climate Change; 2) The Amazing Journey of the Waste; 3) Air and Noise Pollution Everywhere; and 4) Love the Earth through Actions. Each theme is arranged for two lessons, totaling eight lessons. The data analysis of this study focuses on the after-class interviews with students, research logs which record learning activities observations, and students’ learning sheets. It is found in the study that students can understand human’s exploitation of natural resources, referred to as patriarchy by ecofeminism, by observing their own disadvantaged experiences in the unfavorable living environment. Moreover, by participating in the learning programs of the action plan, students can better understand the importance and necessity of practicing environmental protection at various levels, from individuals and homes to even the campus. They can also learn to be empathic and caring and develop the value of equality and sustainable co-existence of creatures on the planet and human beings. Finally, the researcher argues that designing an action plan based on localized living experience allows students to properly understand the connection and changes of their own living environment and the operation of social power. It also opens a new window for them to learn how to criticize social injustice In addition, it is worth reflecting for researchers that this action research merely provides a starting point or a guide for changing students’ existing concepts. Only the attempt to create possible development activities of quantity and quality can facilitate the mobility of actively promoting “teacher-as-researcher” and “ecofeminism” in educational practice. Keywords: ecofeminism, the domain of Nature and Life Technology, action research, patriarchy