資源回收價值澄清教學效果之研究∼以台北市國中一年級學生為例

• Main Author: 唐孝蘭
• Other Authors: 葉國樑
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/19141919628096111391

碩士 === 國立臺灣師範大學 === 衛生教育研究所 === 89 === The main purpose of this study was to apply values clarification approach to make the teaching models of resources recycling education, and to explore the differences of the effects between values clarification approach and traditional approach. The sample was selected from students of junior high schools in Taipei. There were three groups: experimental group with values clarification approach, controlled group with traditional approach, controlled group out of school with traditional approach. In order to explore the different teaching effects, the study gave the students two tests before and after teaching intervention in a week. The main findings of this study were as follows: 1.Almost ninety percents of students had experiences of resources recycling, and 88.7% of their knowledge was from television, and then family, and teachers. 2.Between recycling intenders and non-intenders of all the students: there were significant differences in attitude of experimental group; there were significant differences in attitude, self-efficacy, resources recycling knowledge, environmental sensitivity of controlled group; there were significant differences in evaluation, attitude of controlled group out of school. 3.There were the positively effects in evaluation, attitude, self-efficacy, recycling intention, resources recycling knowledge, environmental sensitivity between values clarification approach and traditional approach. 4.The evaluation, attitude, self-efficacy, resources recycling knowledge, environmental sensitivity of all the students were significantly positively related to the recycling intention. The variables of having recycling experience in a month could effectively predict the recycling intention of students. 5.The teaching model of values clarification was favorable for students, and made better effects on the atmosphere of classes. 6.The teaching model of values clarification could promote better thinking and creativity of students than the traditional one.