| Summary: | 碩士 === 國立臺中教育大學 === 科學教育與應用學系環境教育及管理碩士班 === 104 === The study aimed to develop teaching plans about climate change for community residents. After implementation of the teaching plans, we evaluated the learning efficiency of community residents to understand whether the developing teaching plans suitable as a community climate change teaching materials, and provided the reference for follow-up developing related climate change curriculum.
The researcher and teaching staff developed “the issue discussion, problem solving, and promoting environmental action force” as a teaching axis for all six climate change curricula. We took community residents of Li-Ming and Li-Chung community in Taichung City as experimental teaching objectives and carried out the curricula, and adopted the one-group pretest posttest design. A questionnaire investigation about community climate change and supplementing observation and interviews were conducted to collect the data in order to explore the teaching efficiency after the intervention.
The results revealed that the curricula could significantly promote the knowledge, attitudes, behaviors and skills about climate change issues of community residents because the post-test scores of the residents were better than the pre-test ones. And through ANCOVA analysis, all scores of Li-Chung community residents were better than those of Li-Ming ones, which show people know less about climate change who would learn more efficiency through the teaching plans. Besides, the observation and interviews of the qualitative data also showed after teaching plans carried out, the participants' awareness, enthusiasm in response attitude of climate change related issues was really effective enhanced. And through community’s environmental issues discussion, the participants got a better understanding of environmental issues in their communities, and their identity also was increased. Then they showed the environmental problem-solving ability and environmental action force. So the teaching mode of “the issue discussion, problem solving, and promoting environmental action force” is suitable for community residents learning. Based on the above, the teaching plans about climate change can enhance the literacy of community residents and could promote the environmental problem solving ability and action force.
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