The Effects of Community Environmental mapping teaching activities 0n The 4th Graders’ Environmental Cognition , Environmental sensitivity and Environmental Concern

• Main Authors: CHEN LING, 陳玲
• Other Authors: Su,Hungjen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/54676925116720446740

碩士 === 國立新竹教育大學 === 人資處應用科學系教學碩士班 === 97 === The purpose of this study was to investigate the effects of community environmental mapping activities on students’ environmental cognition, environmental sensitivity and environmental concern. The study adopted Quasi-Experimental design. The control group consisted of 32 students, receiving conventional teaching method. On the other hand, the experimental group consisted of 27 students, receiving community environmental mapping teaching activities.The quantitative data were analyzed in several ways, which included descriptive statistics、the independent sample t test, Pearson product moment correlation, ANOVA and ANCOVA.The triangulation method were used to collect qualitative data. Some documents such as teaching plans, teacher’s reflection notes, students’ interviews, learning sheets, field notes and research journals were examined. The results of the study are as follows: 1. Students’ environmental knowledge still need to be improved, but their environmental sensitivity and levels of environmental concern are high. 2. There is no significant correlation between students’ environmental cognition and environmental sensitivity. Also, there is no significant correlation between students’ environmental cognition and environmental concern. However, there is significant correlation between students’ environmental sensitivity and levels of environmental concern. 3. The community environmental mapping teaching only has effect on 4th grades’ environmental sensitivity, but not on their environmental cognition or environmental concern 4. The results of students’ drawings: the community environmental mapping has effect on students’ learning of relative direction awareness. Students who walk to school every day drew more carefully and completely that related to environment than those who come from other districts and go to school by bus. 5. Students liked community environmental mapping teaching and they didn’t think it is difficult. They thought it can help them understand the problems of their own community, and be aware of the changes of it.