The development of a global education instructional project:On green and charity consumption issue: An action research study

• Main Authors: YING TAN CHEN, 陳盈丹
• Other Authors: 田耐青
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/01048080161327677469

碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 97 === Abstract This study aimed to discuss the development process and the instructional effects of a global education instructional project on green and charity consumption issue. Using the action research method, the researcher conducted ten classes in a 5th grade class in an elementary school in Taipei county in the second semester of 2008 academic year. Through the pre- and post-tests, interviews, classroom observations, students’ worksheets, instructor’s notes and self-reflection diaries, the researcher collected data for analysis. The research finding were as follows. I. There are five pillars when designing the of “green and charity consumption” global education instructional project. 1. The instructional objectives were decided based upon the educational goals proposed by U.S. Global Education Forum and Oxfam Hong Kong. The three taxonomies of educational objectives were also considered. 2. Environmental values, consumption education and global problem solving strategies were integrated into the learning field of health and physical education. 3. Dick & Carey’s systematic instructional design model was followed. 4. Four main instructional contents, i.e., “life”, “environment”, “care” and “action” were formed according to the objectives of “green and charity consumption” instructional project. Students’ life experience, local culture, and news were waved delicately into instructional activities. 5. Knowledge examination and affection questionnaire scale were designed according to the contents of instructional project. Data from interviews, activity worksheet, and teaching journal were collected to carry out quantitative and qualitative analysis. II. Instructional difficulties the researcher faced and solutions. 1. The researcher found herself lack of knowledge and ability in global education. She promoted her global education profession through literature review and peer feedback. 2. The researcher found there was a gap between theory and practice. She arranged frequent discussions with students’ home room teacher, and also analyzed students’ starting behaviors to solve that problem. 3. The researcher found it was difficult to locate appropriate teaching materials. She surfed on the internet and reviewed literatures to search for appropriate teaching materials. 4. It is difficult to carry out the hand-made paper card charity bazaar, teacher can loosen the identity restrictions of charity bazaar target and asked a few “assigned teachers” to buy. III. Students’ learning of “green and charity consumption” instructional project Students’ knowledge and affection toward green and charity consumption were significantly improved. They also actively participated in consumption actions to care for the global environment and people from the Third World. IV. Researcher’s professional growth and reflection 1. The researcher induced the sympathy from teaching partners. Her professional ability of teaching was promoted. And she regained her teaching zeal and original intention. 2. The researcher learned that if she could understand her students’ learning interests and motives, and induced their autonomy learning, students’ learning results would be better. 3. The researcher had experienced the hidden curriculum functions of classroom arrangements. This would inspire new instructional viewpoints in the future. 4. The researcher had experienced learning through teaching, practicing what she preaching, and starting from her own action to care for the Earth. Based on the above conclusions, the researcher made recommendations to educators interested in global education, education administrators and future researchers. Keywords: Global education, consumption education, action research