A design of curriculum teaching in wetlands ecosystem with the view of cognitive psychology - Case study of Chenglong Wetland

• Main Authors: Hui-Ya Hsu, 許慧雅
• Other Authors: Bai-You Cheng
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/7e5668

碩士 === 環球科技大學 === 環境資源管理所 === 102 === The legislations of Environmental Education Acts in our country influence much and keep pace with developed countries. Yet we must have good teaching plans to execute the acts well. The basic frame of this study is the theory of Cognitive Psychology. I used it to design structural curriculums of environmental education. The main shaft is “the causes, functions, crisis, species introduction, and conservation action of wetlands”. Besides, “history and culture” and “community participation in development” of Chenglong Wetlands are both involved. An achievement test of wetlands ecological curriculums and a feedback sheet of wetlands ecological curriculums were used to be analyzed. Before and after the four-lesson experimental teaching, three groups of students were tested individually. Group 1 was treated to receive wetlands ecological curriculums, tried to fill up feedback sheets, and tried to draw mind maps. Group 2 was treated to take wetlands ecological curriculums, did not take the practices of feedback sheet, and mind maps. The control group didn't take any lessons and treatment. The results showed the posttest grades of the experimental Group 1 and Group 2 students were promoted the scores of 14.79 and 8.86, and the grades of the control group students didn’t achieve significant differences. Among 32 questions, experimental Group 1 and Group 2 made progresses within 13 and 9 questions individually and achieve outstanding significant levels. Through the practices of “learning feedback sheet of 5 minutes” and “mind maps”, experimental Group 1 impressed well and got more right answers than experimental Group 2. So, that proved the teaching tactics designed with the theory of Cognitive Psychology and used in wetlands teaching could enhance the popularization of environmental education and lead students more positive and advanced environmental-friendly behaviors.