| Summary: | 碩士 === 樹德科技大學 === 資訊管理系碩士班 === 106 === Kaohsiung has developed cities for Taiwan''s heavy industry. Recently affected by
global warming, climate anomalies and environmental changes, the researchers are Nanxiao Elementary and Life Science teachers. They integrate information technology into environmental education courses to make children experience life. Changes in the
surrounding environment and problems encountered.
The purpose of this paper is to explore whether different teaching methods (traditional teaching methods and information technology teaching methods) have different effects on the effectiveness of environmental education for elementary school children. The research method uses a quasi-experimental study method. Schoolchildren were the subjects of the study. The experimental group accepted the teaching method of integrating information technology into environmental education. The control group accepted traditional teaching methods and conducted a 20-week 20-item "Information Technology and Environmental Education" course. Before the two groups of school children were taught experimentally, Afterwards, they all received environmental education achievement tests to examine the differences in learning effectiveness of different teaching methods.
The impact of the integration of information technology into primary school children’s environmental education on their learning effectiveness is generally quite significant. However, in the course of this research experiment, the classes under IT education are not significant. This may be due to Researchers themselves are executors. Traditional teaching is conducted in a lively and diversified manner, which is more attractive to students'' attention and attention. Therefore, when researchers use IT to teach, the learning effectiveness of students is not significant. For verification analysis of the hypothetical model, the results are summarized as follows:
1. Different pedagogical methods have no significant impact on SME environmental education.
2. The socioeconomic status of student parents has a positive and significant impact on environmental education:
(1) The father''s socioeconomic status has a positive and significant impact on environmental education.
(2) The socioeconomic status of student mothers does not have a positive and significant impact on environmental education.
(3) Father''s socioeconomic status has a significant impact on post-test environmental education tests.
(4) The mother''s socioeconomic status does not have a significant impact on post-test environmental education tests.
3. Father’s socioeconomic status has a positive effect on how much time per week it takes to obtain information on climate change impact.
4. The socioeconomic status of mothers does not have a significant impact on the average amount of time each week to obtain information on climate change.
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