Global Warming Innovative Courses on Sixth Graders’ Learning Literacy—A Study of Taichung Yong Long Elementary School

• Main Authors: Shu-Ling Yao, 姚淑齡
• Other Authors: Tzu-Yi Pai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/74010342402706289118

碩士 === 朝陽科技大學 === 環境工程與管理系 === 104 === This study aimed to investigate the effect of global warming courses on students’ learning effect. Tailored-made teaching materials and self-administrated questionnaires were employed to understand the effect of global warming innovative courses on sixth graders’ learning literacy in Taichung Yong Long Elementary School. Purposive sampling was utilized by dividing four classes of sixth graders into an experimental group and a control group (two classes for each). Global warming innovative courses were delivered to experimental group after pre-test and a post test was conducted on both groups. The results indicated that six graders receive global warming information from television, internet, followed by the school. Findings revealed that there is no significant difference between experimental group and control group in their perception, knowledge, attitude, skill and behavior in pre-test. Post-test findings indicated that mean score of the five dimensions of experimental group is higher than control group. Significant difference is also found between experimental group and control group. Therefore, sixth graders’ learning literacy is enhanced after the implementation of global warming innovative courses. Independent t-test results also showed that no significant differences are found between experimental group and control group in the five dimensions of perception, knowledge, attitude, skill and behavior in pre-test. However, significant differences are found in the five dimensions in post-test. Therefore, students in experimental group are enhanced in their global warming perception, knowledge, attitude, skill and behavior after the implementation of related courses. Paired t-test result also revealed that significant difference is found in the mean score of the five dimensions in experimental group between its pre-test and post-test. Therefore, students in experimental group are enhanced in their learning literacy. However, significant difference is not found in control group.