A Study of Teacher’s Expectations of Earth Science Literacy among Junior High School Students for The 12-year Compulsory Education System in Taiwan

• Main Authors: I-Chun Chen, 陳怡均
• Other Authors: Chun-Yen Chang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/75473942084421871749

碩士 === 國立臺灣師範大學 === 地球科學系 === 102 === This study uses survey research to investigate teacher’s expectations of earth science literacy among junior high school students, when the 12-year compulsory education system is implementing in Taiwan. This report utilizes teachers’ perspectives and took practical views to examine the status quo of earth science education at the junior high school level in Taiwan. It is expected that the study will provide useful information for school education improvement and curriculum refinement in Taiwan. The main study involved 160 junior high school teachers and an online survey was conducted in March of 2014, with a response rate of 42.5%. Finally the study had a total of 110 valid survey for paper and online survey. The survey study found that almost half schools only have one class per week, 85% teachers were considered very inadequate. But the schools have two classes per week, 95% teachers were considered enough to teach curriculum completely. About 95% of schools teach earth science curriculum at third grade. Although multimedia and teaching equipment are available, there are shortages of earth science classroom in the small and medium-sized schools. There are three finding about teacher’s view for the 12-year compulsory education system. (1) Most teachers understand the 12-year compulsory education system, and 16% of teachers did not understand the system. (2)32% of teachers agree with the idea of the 12-year compulsory education system. (3)68% of the earth science teachers had to teacher more than one subject. The result of teacher’s expectations of earth science literacy among junior high school students involve three difference phase of knowledge, skill and attitude. Most Earth science literacy knowledge was based on the issues of nature hazard and earth’s environment. The most important Earth science literacy of skill was the problem-solving skills. The most important Earth science literacy of attitudes were that student would treasure and make good use of resources and experience earth science applications in daily life. The teachers with different gender, age, seniority, regional and graduate department had highly correlated views of the earth science literacy. There are no significant differences in the view of the earth science literacy of the junior high school teachers.