| Summary: | 碩士 === 國立中央大學 === 環境工程研究所在職專班 === 102 === The purpose of this researchis tostudy the learning effects of a teaching experiment which implemented river environment education on the sixth graders. The experiment utilizeda self-administered questionnaires executed pre and post of river conservation lessons. The questionaaires were designed in terms of river conservation knowledge, attitude, and behavior.The research process is a quasi-experiment which adopted nonequivalent pretest and posttest. Those six graders who participated in this experiment were divided into three groups. Group one experienced self-designed Taiwan and in-place Laojie river environmental protection lessons; group two only took part in the self-designed Taiwan river environmental protection lessons; while the control group only accepted general environmental lessons.
Through the analysis of pro and post tests, six conclusionswere made as follow. For the sixth graders, first, the main source of river conservation knowledge was obtained from teachers’ extra curricular supplements in school. Second, river conservation course has a great impact on the acquisition of relevant knowledge. The neighbornood on-site teaching could make learning and living closer and therefore benefit the learning effect. Third, river conservation course obviously has a great impact on the attitude for participating students who became more positive and enthusiastic about the river conservation affairs.Fouth, river conservation course has a great impact on students’ behavior towards river conservation acting. The lessons can lead the studentsto actively paticiapting activities about the river conservation. The concept of river conservation can be transformed into practical behavior by propagating and sharing. Fifth, as for those factors that influencing learning, it is found that mother’s education level would influence the acquisition of river conservation knowledge for those students; the difference of gender and the experience of environmental activity would influence the attitude about river conservation; and the experience of environmental activity is the key to influence the behavior toward river conservation. Last, after the implementation of river conservation lessons, the positive correlation existed in the knowledge, attitude and behavior for paticiapting students. According to our concrete research results, the present study provides specific reference to the implementation of river environmental education on primary schools and also provides suggestions to future relevant studies.
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