| Summary: | 碩士 === 國立臺灣師範大學 === 工業科技教育學系在職進修碩士班 === 96 === ABSTRACT
Human resource is the foundation for the development of a country. Knowledge has become the major driving force for promoting productivity and economic growth. Under the tide of globalization, education is the key to cope with the variability of globalization. This study aims to clarify the definition and contents of global education and to construct the “Checklist of Cognitive Ability in Globalization for Undergraduate Students”. The goals of this study has been set in the following order. First, the content of implementation of global education will be explored. Second, the dimensions and abilities of undergraduate students’ cognition will be discussed. Third, the differences in cognitive ability in globalization for undergraduates with distinct background will be investigated. Finally, appropriate checklist of undergraduates’ cognitive ability for global education will be developed.
For methodology, this study verified content validity of the checklist through the opinion of four groups of experts. The questionnaire survey was then conducted and focused on the power of global culture – elites of international business culture, global popular culture, world intellectual culture and popular religious culture. This study demonstrated the reliability of the questionnaire through the collected quantitative data and refined the items through item analysis and exploratory factor analysis in the stage of pilot study. The “Checklist of Cognitive Ability in Globalization for Undergraduate Students” was developed from six major dimensions, including exploring human needs across cultures, global perspectives on the revolution, tolerance and intolerance, pluralistic society-immigration, and the city as problem and world political systems. There were 452 copies of questionnaire mailed with 272 responded ( a response rate of 60%). The collected data was used to confirm the goodness of fitness of the theoretic model through confirmatory factor analysis. In addition, One-way analysis of variance was performed to test the differences in item scores and to evaluate the adaptability for future applications.
After the statistical analyses, items of the “Checklist of Cognitive Ability in Globalization for Undergraduate Students” were selected. The checklist has good validity and reliability (overall Cronbach α = 0.97, the cumulative variance component of all dimensions larger than 51%). The theoretical model fitted fairly well with observed data (NCI = 0.51, RMSEA = 0.077) and the practicability of the questionnaire was also good due to invariance of response despite differences in the individual attributes.
Suggestions were also made for developing curriculum in global education and for the future research.
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