| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 101 === This study was based on biodiversity to develop related courses for Campus Biotope Investigation (CBI). The study aimed to understand the available biological resources on campus applied in biodiversity instruction and discuss the influence on elementary school students’ attitudes toward biodiversity learning and environmental protection.
The line transect were adopted for biological data collection in the Investigation of Biotope. This study was an experiment design. The subjects were conveniently sampled from 4th graders of some elementary school in New Taipei City. There were 76 students in the experiment. The tests adopted in the study were “Concept of Biodiversity Achievement Test” and “Attitudes of Ecological Conservation Scale.” The pre and post-test results were examined with dependent samples T-tests, Scheffe method and Pearson correlation. Meanwhile, interviews were also used to cross-examine the data collected.
The results of research indicated:
(1) The creatures in campus biotope investigation at five places were categorized into 116 families. Therefore, the abundant vegetation resources and biological environment were suitable for biodiversity courses experience and experiment. (2) After receiving the CBI, the students’ biodiversity concepts were greatly improved regarding to “the basic definition of biodiversity,” “the importance of biodiversity,” “the current state of biodiversity” and “biodiversity conservation.” As for the students of low, middle, and high- scorers, the results showed good learning outcomes. There were significantly differences especially on “the importance of biological habitat,” “ environmental protection “and "invasive species crisis.” (3) After receiving the CBI, the students’ ecological attitudes were also significantly different. Moreover, learning the concept of biodiversity was demonstrated to be helpful in cultivating their attitudes. There were positive changes on students’ attitudes about “respect the biological environment,” “environmental awareness,” “resources valuing” and “reflection of releasing captured animals and pollution.”
Based on the findings mentioned, the researcher proposes following suggestions:
Applying campus ecological context, the researcher can discover students’ interested subjects and teach in various ways to motivate students self-learning and presentation. When developing biodiversity courses, teachers should simplify learning concepts and ease the students’ burden. Future researchers can develop biodiversity related multi-media teaching aids or use forums on school websites to create designated webpages and enhance the enthusiasm of biological learning on campus.
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