| Summary: | 碩士 === 國立中正大學 === 犯罪防治研究所 === 102 === This study investigated how picture book instruction influences the campus bullying prevention knowledge and empathy development of early elementary school students.
During a bullying incident, the bullies, their victims, and the bystanders are all negatively influenced. Thus, eliminating bullying and providing students with a safe learning environment is a primary objective of educators. The occurrence of bullying tends to decrease as age increases, and campus violence and conflicts are correlated with empathy. Therefore, advocating antibullying knowledge on campus and teaching empathy development should begin during the fundamental education that occurs in the early grade levels. To achieve these objectives, the researcher adopted picture book instruction, which is favored by early grade pupils, to conduct a 1-month advocacy education of antibullying on campus. During this month, 2 sessions were arranged each week for picture book introduction and extended activities, during which the teacher and pupils collectively discussed the learning sheets.
The self-constructed campus bullying prevention knowledge questionnaire and the children empathy scale created by Wang (1998) were adopted as the quantitative research instruments. In addition, qualitative data were collected using picture book learning sheets and the picture book instruction feedback questionnaire; these sources provided a supplementary explanation, elucidating how picture book instruction influences the campus bullying prevention knowledge and empathy development of early elementary school students.
The nonequivalent pretest-posttest of the quasiexperimental design was applied. Pretests and posttests were conducted on a class (second grade, Class 6) taught by the researcher and another class (second grade, Class 3). The class taught by the researcher was administered the picture book instruction, whereas no instructions were provided to the control class. Subsequently, the researcher conducted a posttest (within 1 week after the experiment) and follow-up test (6 weeks after the experiment) on the 2 classes, collecting quantitative data for analysis, which were supplemented with qualitative data to facilitate the study investigation.
The research findings showed a significant difference in the immediate and delayed effects of campus bullying prevention knowledge between the observation and control groups. In addition, the groups demonstrated significant differences in the immediate effects of empathy development, but no significant differences in the delayed effects. Moreover, early elementary school pupils expressed that picture book instruction enhanced their learning motivation and performance. Thus, these findings can serve as a reference for practical workers to facilitate advocating bullying prevention knowledge and promoting empathy development.
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