| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 101 === This research use nonequivalent pretest-posttest control group design method. The sample students were the fifth graders, both experimental groups (group A, group B) taught by “Spider’s Ecology Knowledge Curriculum”, and the students of experimental-group A readed a picture book, some articals and watched films about spider that played a positive role, the students of experimental-group B readed a picture book, some articals and watched films about spider that played a negative role. Control group didn’t have any curriculum. This research tried to explore how the knowledge and image of spider influence children’s attitude, and which gender has more knowledge and positive attitudes toward spiders.
The results are as follows:
1. “Spider’s Ecology Knowledge Curriculum” can improve students’ knowledge and attitudes toward spiders.
2. The image of spiders may influence students’ attitudes, the positive role can improve their attitudes toward spiders.
3. There are no link between spider’s knowledge and attitudes after had “Spider’s Ecology Knowledge Curriculum”.
4. Boys have more positive attitudes toward spiders than girls after had “Spider’s Ecology Knowledge Curriculum”. But it’s similar in knowledge.
|
|---|
