An Action Research on Integrating Energy Saving and Carbon Deduction Education Curricum in Integrated Activities Learning Areas for the Second Grade Students

• Main Authors: Lee, Shu-Chuan., 李淑娟
• Other Authors: Chen, Mei-Ju
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/bpq3hb

碩士 === 國立清華大學 === 課程與教學碩士在職專班 === 107 === This study aims to explore the teaching experience of researchers who are integrating an energy conservation and carbon reduction curriculum into Integrative Activities Learning Areas for second-grade students. The study examines curriculum development, problems and coping strategies, students’ learning outcomes in environmental education goals, and researchers’ professional growth through participation. This study adopted the action research method and 26 second-grade students from an elementary school in Taoyuan City were selected as participants; they attended a total of 24 classes on energy-saving and carbon-reduction over eight weeks. Researchers served as instruction designers and educators in the teaching process, and they collected information through participation, interviews, video recording, document collection, reflective journals on observation by instructors, and teaching notes, then subsequently analyzed and summarized such information. Based on the research objectives and results, the researchers summarized the main research conclusions as follows: 1. This study incorporated an energy conservation and carbon reduction curriculum into Integrative Activities Learning Areas, which was found to be a feasible teaching plan. The content of the course should address broadly concerning environmental issues in the teaching materials for the integration of the curriculum. 2. The curriculum implementation adopts multiple teaching strategies to maintain students’ interest and motivation. The course content highlights life-oriented pedagogy, enhances energy-saving and carbon-reduction experiences, nurtures the practical and planning abilities of students, and improves learning outcomes. 3. Students’ understanding of energy conservation and carbon reduction issues can be significantly and positively improved in terms of knowledge, affection, and behavior. They will be able to put into practice the theoretical knowledge of energy conservation and carbon reduction. 4. During the course of the study, the researchers’ abilities in instruction design and teaching, as well as teaching beliefs, demonstrated professional growth. Finally, according to the findings of this study, the integration of an energy-saving and carbon-reducing curriculum into the teaching of the area curriculum of the lower grades has positive effects on the establishment of energy-saving and carbon-reducing knowledge and attitudes, as well as the promotion of such behaviors. Such material can be used as a reference for lower-grade instructors, educational administrative units, and related research in the future. Key words：energy conservation and carbon reduction、Integrative Activities Learning Areas、environmental education、action research