The Study of Cognition, Attitude and Behavior on Resourcs Recycle in Flipped Teaching of Third Graders-Example of Shulin Elementary School, New Taipei City

• Main Authors: HUANG,FANG-RUNG, 黃芳蓉
• Other Authors: CHEN,YI-CING
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/yv728r

碩士 === 大葉大學 === 環境工程學系碩士班 === 104 === In this study a flip teaching was applied to investigate the the teaching effectiveness of recycling for the third grader of elementary school. A quasi-experimental was used with the experimental group by flip teaching compared with control group by didactic teaching. The teaching effectiveness is compared with before and after measurement. A questionnaire was designed and applied to investigate the cognitive, attitudes and behavioral differences by ascertaining students to different teaching methods. Data analysis was carried out by descriptive statistics, mean, standard deviation, paired sample t test, independent sample t test statistical methods, one-way analysis of variance and covariance analysis. The results are as follows: 1.The main source of students' knowledge of the recycling comes from school teachers, school textbooks and parents, relatives and friends. 2.Concerning recycling awareness of students , the background variables in the "sex" and "resource recycling behavior at home," can present a significant differences. However, the recycling attitude and behavior for students show no significantly different with all background variables. 3.After the implementation of flip teaching, students in the experimental group can show very significant differences on the average scores in cognition, attitude and behavior of resource recycling. However, the average score can have only a significant difference in cognition for control group with didactic teaching. The average score of attitude and behavior cannot reach significant differences. 4.Flip teaching can actually show the better teaching effectiveness on the cognition, attitude and behavior than implementation of didactic teaching.