| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 101 === Abstract
This study explored the impact of carrying out engergy education through issue-centered teaching approach on the promotion of the primary school 4th grade students’ positive enviornmental behavior of energy saving. The researcher designed the energy course based on the characteristics and spirit of the issue-centered teaching approach, expecting the students to realize the preciousness of energy, save energy in life, furthermore, to become the vanguards who care about environmental issues.
The study tool of this action research was the teaching programm compiled by the researcher. The learning of energy issues was planned with six teaching activities: “Energy Kaleidoscope”, “Where does the energy come from?”, “Global Warming”, “Energy Inspector-Consumption of Power Energy”, “Is the nuclear power energy in my house?” and “Energy Goalkeeper-Energy Saving Angels Send Out”. Issue-centered teaching approach was utilized, books, newspapers, multi-media and environmental investigation were combined to perform this action research. Through the analysis of teaching process, observation of teachers’ records, collection of documents, interviews and teaching journals etc., which related information was integrated, and the data was sorted out and analyzed. Finally, the results of this study were summed up. The conclusions were made as below:
1. Utilization of issue-centered teaching approach in implementation of energy
education can effectively promote students’ environmental behavior of energy saving.
2. Utilization of issue-centered teaching approach can train the students’ critical
thinking, reasonable decision-making and problems-solving of learning capabilities
which they can walk away with.
3. In the process of utilizing issue-centered teaching approach in the implementation of energy education, the researcher has upgraded the professional teaching abilities of course design, sovling teaching problems skillfully with teaching strategies and research etc.
4. Utilization of issue-centered teaching approach faces the challenges of insufficient
teaching time, students’ lack of ability to understand and transform the information.
Based on the above results of the study, the researcher put forward below suggestions regard to the utilization of issue-centered teaching approach in energy education:
1.In the process of utilizing issue-centered teaching approach, the discussions with multiple viewpoints must be paid attention to widen the students’ view in order to improve the level of the critical thinking and promote the students to make reasonable decisions.
2.In the process of teaching, internet network information must be paid attention and used in the education to take the advantages of integrated technologies.
3.When planning the teaching program related to energy education, students’ life experience should be considered and connected in order to multiply the teaching effectiveness.
Keywords: Energy Education, Environmental Behavior of Energy ,
Issue-centered Approach
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