The Effects of Cooperative Learning Method Applied to Typhoon and Hazard Prevention Education - A Case Study of Fourth Graders in Taipei Municipal Changan Elementary School

• Main Author: 楊天生
• Other Authors: 鐘珮瑄
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/258a32

碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 102 === This research adopts a quasi-experimental method and uses the “Typhoon Disaster Prevention Teaching Materials” and “Questionnaire for Knowledge, Attitude, and Skills of Typhoon Disaster Prevention Education” compiled by the researcher as the tools to explore the effects of the systematic education of typhoon disaster prevention and effectiveness of group cooperative learning of typhoon disaster prevention education. The subjects were two 4th grade classes in Taipei Municipal Changan Elementary School. The group cooperative learning approach was implemented in one class, while the traditional lecture approach was implemented in another class. All students took a comparison pretest before the class, and a comparison posttest after the 6-week typhoon disaster prevention education. The learning effectiveness of students was analyzed with a statistical method. The result showed that the knowledge of typhoon and typhoon disaster prevention is significantly improved for all students including high, middle, and low-score groups after the typhoon disaster prevention education. The attitude and skills of typhoon disaster prevention for all students significantly tend to be positive too. In terms of knowledge for typhoon and typhoon disaster prevention, the knowledge promotion for entire group implemented with group cooperative learning teaching method is more helpful than the group with traditional lecture teaching method. Moreover, the promotion in high score and middle score groups are more significant, even though the average learning effectiveness in low score group is promoted significantly, but cannot reach the outstanding degree due to the large difference (large standard deviation) inside the group. For the attitude and behavior to typhoon and typhoon disaster prevention, there is no significant difference in the achievement performance of students between two teaching methods. After analyzing the relationship among the knowledge of typhoon and typhoon disaster prevention, attitude and skills for entire students after receiving the typhoon disaster prevention education, the knowledge of typhoon and typhoon disaster prevention for students has a moderate positive correlation to attitude and skills whether in group cooperative learning or traditional lecture-teaching methods. The typhoon and typhoon disaster prevention attitudes show high positive correlation to skills. This suggests that the students with better knowledge of typhoon and typhoon disaster prevention have more positive attitudes and skills. The students with more positive typhoon and prevention attitudes have more positive performance in skills.