| Summary: | 碩士 === 國立臺北教育大學 === 生命教育教學碩士學位班 === 102 === The main purpose of this research is to investigate the effect of integrating picture books into life education in elementary schools by using the method of meta-analysis. The 45 studies from 2001 to 2012 were selected for meta-analysis according to seven inclusion criteria. To sum up the effects of picture book instruction on students’ perspectives about life including self-identity, self and others, human and nature, and human and universe, and the impacts of possible mediate factors on influencing them, the researcher adopted Hedges and Olkin’s (1985) methods to calculate effect sizes and examine their significances using a computer software, Comprehensive Meta‐analysis V2.0 (CMA 2.0). The results of this research are listed as follows:
1.The overall weighted average effect size of integrating picture books into life education in elementary schools on students’ perspective about life is 0.313. The effect size for self-identity is 0.289, that for self and others is 0.311, that for human and nature is 0.362 and that for human and universe is 0.351. All these effect sizes reached the medium-low levels of positive effects.
2.The usage of picture books in teaching life is a significant mediate factor to affect students’ overall perspectives about life.
3.Data types, publication dates, total teaching time, the usage of picture books and the amount of class periods of time per week are significant mediate factors to influence students’ perspectives about human and universe.
The results found in this research can be referred by education bureau and life educators for improving life education. Some curriculum designs, education policy making, and research in life education were suggested.
Keywords: Life education, Picture book instruction, Meta-analysis
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