| Summary: | 碩士 === 國立高雄海洋科技大學 === 海洋事務與產業管理研究所 === 105 === Abstract
The main purpose of this case study is to analyze and probe into the progress and the outcome of graduate students who participated in the trans-disciplinary courses and integrated into action learning. The trans-disciplinary courses were designed by developing learning platforms of society, humanity and science with the purpose of assisting with communication learning of advanced listening, speaking, reading and writing. The goal is to verify the feasibility in the education environment of elementary school by means of the combination of practical service and knowledge. Furthermore, to ensure the completeness of gathering data, we collected three sources of data during two semesters. The first source of data was graduate students’ questionnaire survey filled out during the beginning and the end of the semester. Secondly, according to the graduate students’ understanding of trans-disciplinary course, we designed a set of course material for elementary school students. The source of second data was the teaching videos. Eventually, the third source of data was the graduate students’ interviews which were recorded and transcribed for the follow-up analysis. We analyzed these three sources of data with three analytical methods(survey, content analysis and interviews) to examine the mutual relation of each phase, and applied the theories(action learning, service learning and Bloom’s taxonomy) to verify the graduate students’ self-growth during the trans-disciplinary course. We expect such educational program can take root downward, to train talents who are equipped with multiple abilities and concerned with marine environment, and to make our common future.
According to the result, the graduate students who participated in the trans-disciplinary course had better learning motivation; most students hold a positive attitude toward the trans-disciplinary course. The course taught by teachers from different fields and had mutual teaching progress would assist the students to discuss the daily issues in diverse aspects. The graduate students who joined the action learning not only designed the course conformed to the Bloom’s taxonomy but executed the teaching activity for the elementary school students successfully. Meanwhile, by participating in the trans-disciplinary course, the students had improved interaction with the teachers and enhanced self-learning. Although some students sensed defeat due to the individual learning style and altered expectations, overall, the whole learning experience was successful and encouraging.
Keywords: trans-disciplinary, action learning, service learning, Bloom’s taxonomy, marine environment education.
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