| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 103 === In this study, researcher teaches sixth grade students for the study, using a three-stage learning cycle teaching model development “intertidal ecological conservation program,” and for a period of about two months, a total of sixteen sections of teaching. During the study, through learning single, student interviews, teaching reflection notes, Coordinating teacher observations, expert seminars and other research tools, to enhance the understanding of the situation between the sixth grade three students intertidal ecological conservation concepts. Researchers investigate the students through the intertidal growth scenario with the concept of ecological conservation. The results are shown below:
First, curriculum design of a three-stage learning cycle:
1. Using multiple mediums to promote students' motivation to explore.
2. In Term Introduction, curriculum combining with students’ life experiences will be easy to reach learning outcomes.
3. In Concept Application, teacher provides multi-problem situations and multi-reflection can promote application of the concept.
Second, student learning:
1. Students learn the intertidal zone between ecological conservation knowledge.
2. Students understand the problems facing the intertidal zone of ecological conservation.
3. Students establish the correct values and implement actions to maintain the intertidal environment.
The results of this study will provide marine ecological conservation program developers, researchers, related units of promoting marine education and teachers as a reference.
Key word:
marine education, intertidal zone ecological conservation, learning cycle, action research
|
|---|
