Learning Effect of a Self-Designed Information-Technology Integrated Green Transportation Curriculum – An Example of One Elementary School in New Taipei City

• Main Authors: YUEH-CHIN LI, 李月琴
• Other Authors: CHAO-HUA CHEN
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/b3ff2r

碩士 === 中華大學 === 運輸科技與物流管理學系碩士班 === 103 === The purpose of this study is to analyze students’ learning effect of a self-designed curriculum on the subject of green transport curriculums by integrating information technology into the design of the curriculum and teaching. The sampled students are the fourth graders of an elementary school in New Taipei City. The lesson plans and instruction of the Green Transportation Curriculums are designed and reorganized by on-line films, current events and reports on Mandarin Daily News, specially designated picture books, and two questionnaire surveys on curriculum demand and curriculum contents. The questionnaire survey on curriculum demand is for obtaining the opinions of middle grade teachers, parents, and campus traffic safety volunteers on the ranking of the importance of related green transport subjects. Based on the survey results we rank the importance of subjects and classify the top ten subjects into three major subjects (i.e., “Goble Warming”, “Energy Resources”, “Green Transportation”) to design the second questionnaire and perform the survey on the sampled students. The survey results are analyzed using cross-sectional analysis to identify the weak recognition subjects of the sampled students. And the weak recognition subjects are used as a base to design lesson plans for instruction. The learning effect of the sampled students is analyzed through the results of the pre-test, post-test, and deferred test, which is performed one month later than the post-test. According to the findings of this research, conclusions are summarized as following: (1) Middle grade students lack for the knowledge of the three subjects of the Green Transportation Curriculums: Goble Warming, Energy Resources, and Green Transportation. (2) Integrating Information Technology into the design and instruction of the lesson plans on Green Transportation shows feasible and positive results. (3) The average score of the post-test of the sampled students is significantly higher than that of the pre-test indicates that the self-designed curriculum Integrated with Information Technology can raise the green transport cognition of the sampled students. (4) The results of the deferred test indicate the acquired knowledge of the sampled students on each of the three subjects remains for one month. (5) The survey results on the satisfaction of the curriculum indicate that the self-designed curriculum integrated with Information Technology can raise the learning effect and interest of the sampled students. Keyword: Information Technology Integrated with Teaching, Green Transportation, Learning Effects.