Public Kindergarten Teacher’s Cognition, Constraints, and Teaching Requirements on Marine Education— A Case Study of Tainan City

• Main Authors: Ying-Jen Chou, 周英任
• Other Authors: Yu-Yun Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/kgu56h

碩士 === 真理大學 === 休閒遊憩事業學系碩士班 === 102 === This study aims to understanding public kindergarten teachers’ cognition, constraints, and teaching requirements on marine education, and the differences among the above. 300 questionnaires were designed for the kindergarten teachers in Tainan City, and 232 effective samples received for multiple regression and simple regression analysis. We also used statistic methods such as descriptive statistics, one-way analysis of variance, independent sample t test to verify the assumptions mentioned above. The results revealed as follows. (1) Public kindergarten teachers in Tainan only have moderate cognition on marine education. The main constraints are from the structure constraints on marine education. The teachers need more of teaching requirements on the development of marine education. (2)Teachers with different backgrounds have difference in cognition, constraints, and teaching requirements on marine education. (3)Kindergarten teachers’ cognition on marine education is a variable for constraints and teaching requirements. (4) Kindergarten teachers’ constraints on marine education is a variable for teaching requirements. As the results mentioned, we suggest education authority and school administrative units should add marine education-correlated teaching helps, and provide kindergarten teachers with assistance in marine education.