| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 95 === Abstract
This study aims at understanding primary school teachers’ Cognition of Bioethics, current situation of Instructional Effectiveness, and the differences resulting from the variety of personal background. In this study, the relationship between the Cognition of Bioethics and Instructional Effectiveness of primary school teachers in Kaohsiung City is investigated, and the differences of Instructional Effectiveness based on the divergence of the teachers’ Cognition of Bioethics is explored. The researcher also analyzes the influence of the teachers’ Cognition of Bioethics on their Instructional Effectiveness, and proposes concrete and practicable suggestions according to the results.
The main approach of research in this study is questionnaire survey. The subjects were the teachers of 87 municipal primary schools in Kaohsiung City. Stratified sampling was carried out according to the size of schools. A “Questionnaire of primary school teachers’ Cognition of Bioethics and Instructional Effectiveness” edited by the researcher was adopted as the major research instrument. There were 700 questionnaires distributed, and 622 questionnaires returned. Among the 622 questionnaires, 615 were effective samples, and the effective return rate is 88.86%. The data were analyzed and processed with descriptive statistics, t-tests, one-way ANOVA, product-moment correlation and stepwise multiple regression.
The findings acquired in this study are as follows:
1. The current situation of the primary school teachers’ “Cognition of Bioethics” is good in Kaohsiung City, and the item of “the Meaning and the Value of Life” is stressed most.
2. The current situation of the primary school teachers’ “Instructional Effectiveness” is extremely good in Kaohsiung City, and the item of “The effects from the teachers themselves” is stressed most.
3. Due to the variety of personal background, the primary school teachers’ “Cognition of Bioethics” is different in Kaohsiung City. In the dimension of gender and religious beliefs, significant differences were observed in part of the stratified aspects of value judgment.
4. Due to the variety of the personal background, the primary school teachers’ “Instructional Effectiveness” is different. In the dimension of gender, marital status, educational background, teaching experiences, and scale of school, significant differences were found in part of the stratified aspects of instructional effects.
5. Primary school teachers’ “Cognition of Bioethics” is significantly related to their “Instructional Effectiveness.”
6. The primary school teachers’ “Instructional Effectiveness” differs person by person for the divergence of their “Cognition of Bioethics.” High-score group was superior to medium-score group and low-score group, and medium-score group was superior to low-score group.
7. Primary school teachers’ “Cognition of Bioethics” has the function of prediction to “Instructional Effectiveness.” And the teachers’ Cognition of Bioethics predicts most effectively the aspect of “classroom management and instructional effectiveness” in the dimension of Instructional Effectiveness.
According to the above findings, the following suggestions are proposed:
1. To the educational and administrative authorities:
(1) The research institutes of Bioethics Education shall be established to assist teachers in building up positive Cognition of Bioethics.
(2) The efficacy of the continuous education for teachers in active service shall be strengthened to reinforce teachers’ practical knowledge and ability about Cognition of Bioethics and their instructional effectiveness.
2. To the administration of schools:
(1) The differences in teachers’ Cognition of Bioethics resulting from the variety of personal background shall be emphasized and positive guidance and instruction shall be provided.
(2) A commonly beneficial environment shall be developed for teachers to practice their Cognition of Bioethics effectively.
(3) Different suggestions from teachers shall all be stressed, and useful strategies shall be made to offer constructive support and assistance.
3. To teachers:
(1) Teachers shall keep studying to obtain update knowledge, to understand the standard of the judgment of Bioethical issues, and to build up positive Cognition of Bioethics.
(2) Teachers shall refine their Cognition of Bioethics to maintain their Instructional Effectiveness.
4. Future researches:
(1) As far as the research content is concerned, other research variables can be included.
(2) As for the research methods, other research approaches can be combined and adopted.
(3) The scope and subjects of research can be expanded
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