| Summary: | 碩士 === 國立臺南大學 === 生態科學與技術學系環境生態碩士班 === 101 === This study investigated the effect of picture books teaching on students’ recycling perception and behavior. Two groups of students were involved. One was assigned as the experimental group, and the other the control group. Both groups consisted of 29 students. Data collected from “Recycling perception questionnaire”, “Recycling behavior self-evaluation questionnaire”, learning sheets, discussion records, observations, and journals were analyzed to examine the effectiveness of picture books teaching and changes in the students.
Results showed that picture books teaching significantly improved students’ recycling perception (p<0.01) and also significantly increased their intention and frequency of recycling (p<0.01). During implementation of picture books teaching, students showed drastic improvement in knowledge (correct recycling methods), behavior (reusing and trash sorting behavior), intention and frequency of recycling. It was also found that their recycling perception was positively related to their recycling behavior to the level of significance (p<0.01, r=0.865). In other words, students’ recycling behavior was affected by their recycling perception; picture books teaching could serve as a medium for improving students’ recycling perception and further affect their recycling behavior.
The comparison between the experimental group and the control group showed that the experimental group scored significantly higher on both recycling perception and behavior in the posttest (p<0.01). This finding suggested that the change in the experimental group’s recycling perception and behavior was contributed to by implementation of “picture books teaching”. In other words, picture books teaching is one of the effective methods of improving students’ recycling perception and behavior.
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