| Summary: | 碩士 === 國立新竹師範學院 === 數理研究所 === 91 === Abstract
Biodiversity, the life basis of the human beings, is threatened extremely. For making an eternal use of biological resources, and achieving the goal of sustainable development, the biodiversity in earth has to be preserved. We have to train the nationals to have correct and clear conceptions about biodiversity. The elementary school teachers are endowed with this important groundwork.
This study adopted questionnaire method with random sampling to confer the pre-and in-service elementary school teachers’ biodiversity subject-matter content knowledge and explore the understanding levels of the 9-year curriculum goals that teachers have, and the teachers’ capabilities of designing teaching materials, and then analyses the science textbooks about the biodiversity content with TQSAI and Bloom‘s objective classification. The results could be the suggestions of the teacher cultivation, and give some suggestions for designing the teaching materials about biodiversity.
The result reveals that teachers who master biodiversity subject-matter content knowledge will have positive correlation between scores in gene, species and ecosystem. The scores in biodiversity subject-matter content knowledge differ significantly for the pre-service teachers who had different major or had taken different biology-related courses. The scores in biodiversity subject-matter content knowledge differ significantly for the in-service elementary school teachers whose age and teaching experiences are different. Most teachers do not have the clear idea about of 9-year curriculum goals in biodiversity. They don’t have the capacity to design the biodiversity-related teaching materials. The researcher summarizes some education suggestions for the future study.
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