The Influences of Environmental and Life Attitudes of the Fourth-Grade-Students by Teaching Programs of Integrating Environmental Education into the Life Education

• Main Authors: Jui-Chen Chien, 簡瑞真
• Other Authors: Han-Ying Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/54322954944694055849

碩士 === 國立臺北教育大學 === 生命教育教學碩士學位班 === 102 === The aim of the study is to investigate the influences of environmental and life attitudes of the fourth-grade-students by teaching programs of integrating environmental education into the life education. The study was carried on semi-experimental method. The research subjects of 73 students in total who are the fourth-grade-students at a private elementary school located in Wenshan area in Taipei city were divided into two groups as experimental group and control group, which consist of 37 students and 36 students respectively. The students of experimental group attended the program of integrating environmental education into the life education in eight-week, whereas the students of control group did not attend the program as experimental group given. The research tools were “Life Attitude Scale of Elementary School Children” and “New Environ-mental Paradigm” in order to understand the impact of the program of integrating environmental education into the life education, so that students were examined by pre-test, post-test, and follow-up test with two scales as previously mentioned. The relationship between environmental and life attitudes was analyzed by quantitative statistics which included independent samples of analysis of covariance, Pearson Product-Moment correlation, and regression analysis. The written materials such as worksheets and feedback of each unit were analyzed and summarized to explain student’s response of experimental teaching. The results evaluated the teaching impact and assisted in explanation. Finally, the results and discussions provided the conclusions and suggestions through generalization and organization. First --- Results of Analysis of Covariance In comparison to the post-test and follow-up test of “Life Attitude Scale of Elementary School Children” between experimental and control group, the majority of dimensions reached significant difference. However, the majority of dimensions presented low significant in New Environ-mental Paradigm. Second --- The Relationship between Environmental Attitudes and Life attitudes The dimension of “Balance of nature” in environmental attitudes and the dimensions of “Accepting myself,” “Active and responsible,” “Cooperation with the people,” “Caring and gratitude,” and “Cherish the natural environment” in life attitudes reached high significant correlation; however, the dimension of “Balance of nature” in environmental attitudes did not have significant correlation with the dimensions of “Emotional management” in life attitudes. The dimension of “Limits to growth” in environmental attitudes reached high significant correlation with the dimension of “Active and responsible,” “Cooperation with the people,” “Caring and gratitude,” and “Cherish the natural environment” in life attitudes, besides of the dimension of “Emotional management” and “Cooperation with the people.” The dimension of “Anit-antheopocontrism” in environmental attitudes did not have any significant correlation with any dimension of life attitudes. Third --- Results of Regression Analysis Regarding regression analysis, the dimension of “Balance of nature” in environmental attitudes could be explained by the dimension of “Active and responsible” in life attitudes at 91.43％. The dimension of “Balance of nature” in environmental attitudes could be explained by the dimension of “Cherish the natural environment” in life attitudes at 90.28％. The conclusion of this study was that the fourth-grade-students at elementary school learned life education better than environmental education. This result inferred that the contents of life education program were easily connected with students’ experience on their daily bases. In the contrast, the contents of environmental program were difficult to combine with their daily experience. Nevertheless, life education and environmental education had close relationship through scientific investigation and verification. Based on the conclusions of this study, it suggests that life education and environmental education can be applied and intergraded simultaneously in the teaching activities. Moreover, the contents of program suggest that educators should arrange experiential activities which enable students to improve the awareness and perceptual abilities for environment, and enhance teaching effectiveness on affective levels. Consequently, students are able to practice life and environment attitudes in their lives.