| Summary: | 碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 99 === This paper uses a content analysis to examine the indicators that measure the students' competence regarding the life education-related content in Science and Technology textbooks for Phase II of Grade 1-9 Curriculum, and compares them with the corresponding categories of such content. It also scrutinizes the different degree of importance attached to each life education category by the three MOE-approved textbook versions. The study presumably will help the teachers adopt an integrated teaching style by introducing life education-related content in a Nature, Science and Technology lesson.
Listed below are the conclusions of the study:
1.Since the Science and Technology is a highly relevant discipline with life education, it is advisable to introduce life education-related content in a Science and Technology lesson.
2.Although life education is a common topic for the three text book versions, the degree of importance attached to it varies depending on the publisher as well as the volume of textbook
3.Moral Thinking and Reflection is the most frequently discussed life education topic in the Science and Technology Textbooks for Phase II of Grade 1-9 Curriculum, followed by Personality and Spiritual Development. The topic least mentioned is the Realization of Ultimate Care.
4.The Version A textbook contains the highest percentage of life education-related materials, followed by Version C and Version B.
5.Among the 7 major life education categories, Bioethics and the Ethics of Technology generally receives the most mention in the three Phase II textbook versions (38.5 %)
6.The three versions of Phase II Science and Technology textbooks put varying degrees of emphasis on the 32 subcategories of life education-related materials. While Ecological Ethics receives the most mention, some subcategories are missing from the textbooks.
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