| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 107 === ABSTRACT
The study investigated the development and implementation of a teaching model on environmental education issue on courses of living technology in elementary school. The topic of the teaching model was based on the government policy of Aqua Solar Farm Project in Pingtung. The quasi-experimental study approach was applied to explore the students’ learning effectiveness and to discuss the challenges and solutions that teachers faced. The study objects were eighteen third-grader students. The instrument consisted of the questionnaire ( titled Explore Your Hometown), the observation records, teaching reflections, and semi-structured interviews. This research was expected to construct a better understanding of how to implement technology education and environmental education in elementary school. Hopefully, the model could help the teachers and students to know the Aqua Solar Farm Project and to treasure their hometown as well as the environment. According to the results, the study drew the following conclusions:
1. For teaching the third-grade students, the instruction procedure of the environmental education model should utilize multi teaching methods which to guild students by important local ecological issue.
2. After finishing the classes, the students could improve their knowledge about water resources, recycled resources and solar photovoltaic.
3. After the students learned about the policy of Aqua Solar Farm Project, they could remind themselves to conserve energy, achieving carbon reduction. Also, they learned to cherish resources and respect the living space for other species.
4. The students could act on the protection of the environment in their daily life. Moreover, get into the habits of conserving energy, cherish what they have, and recycling with every effort.
5. As for the students who poor in verbal comprehension, multimedia could be an approach to arouses their motivation and interest.
The study indicated several suggestions below:
1. Teachers needed to improve their knowledge about Environmental Education. Cultivate positive attitude and invite students’ parents to participate in the classes.
2. Environmental Education had to combine other learning fields, thus to be designed as school-based curricula.
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