An Action Research of Integrating Issues-Centered Approach into〝Civics and Society〞 Curriculum to influence Students’ Citizen Pariticipation Attitude and Citizen Pariticipation Behavior

• Main Authors: Lee Pei-Ching, 李沛青
• Other Authors: 劉秀嫚
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/97819395220462905529

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 99 === The purpose of this action research was to investigate the feasibility of the integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum, and its impact on students’ civic participation attitude and behavior. For the abovementioned purpose, the study used a pretest-posttest quasi-experimental design. The 87 students selected from a senior high school in eastern Taiwan were divided into two groups. All students in the experimental group received the issue-centered “Civics and Society” curriculum for six classes, while the students in the control group maintained regular class activities. The study employed “The Inventory of Civic Participation Attitude and Behavior for Senior High School Students”, which was revised by the researcher to conduct pretest and posttest. For triangulation, this study also collected and analyzed the following qualitative data: students’ feedback and worksheets, teacher’s reflection records, etc. The major findings included: 1. The integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum is highly feasible. 2. Students participated in issue-centered “Civics and Society” curriculum outperformed students in the comparison group in civic participation attitude. 3. Students participated in issue-centered “Civics and Society” curriculum also outperformed students in the comparison group in civic participation behavior. 4. Most of the experimental students responded positively and aggressively to the issue-centered “Civics and Society” curriculum. Finally, according to the results above, the researcher proposed some suggestions for the implication of issue-centered “Civics and Society” curriculum and for future research.