| Summary: | 碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 104 === The purpose of this thesis aims to the analysis differences of ocean literacy of elementary school sixth-graders. Questionnaires were designed in order to understand the differences of ocean literacy on elementary school sixth-graders . The results may serve as a reference in ocean education for the teachers in elementary schools.
This research was to analyze the Elementary School Sixth-graders Ocean Literacy Scale, according to areas divided into northern, central, south, east and island schools. Questionnaires were sent to eighteen schools by stratified random sampling ,and then we clustered samplings by stratified random sampling from schools on each region.1050 questionnaires were distributed and 1036 questionnaires were returned ,with the response rate being 99%.The information obtained was analyzed using SPSS 12.0 for descriptive statistics, independent samples t-test, one-way ANOVA, two-way ANOVA.
The results were as follows:
1.Eight levels and the overall ocean literacy scores are above 70% on elementary school sixth-graders , which means the students have a considerable degree of ocean literacy to implementation of ocean education.
2.In terms of gender, the ocean literacy performance of elementary school sixth-graders, the female students are better than male ones.
3.Extracurricular books is the main source of ocean knowledge. The students who read fictions, novels and books of natural science the most have better cognitive performance of ocean literacy.
4.The ocean literacy performance on elementary school sixth-graders, there were no significant differences in the frequency of watch science programs.
5.The ocean literacy performance on elementary school sixth-graders, there were no significant differences in the frequency of participate in water activities.
6.In the variable of participants in water activities, ocean literacy performance on elementary school sixth-graders, swimming is better than other water activities.
7.Regarding the ocean literacy performance on elementary school sixth-graders, there were no significant differences in the coastal and landlocked districts.
8.Regarding the ocean literacy performance on elementary school sixth-graders , the schools in the northern and metropolitan area are better than those in other regions
9.Regarding the ocean literacy performance on elementary school sixth-graders , the schools that offer school-based curriculum in ocean education are better than schools that do not offer school-based curriculum in ocean education
The suggestions were as follows:
We suggest the educational authorities that they:
1.Expressly provided course hours, and indeed implement the ocean education.
2.Strengthen education resources, and indeed implement the function of seed
School.
3.Research and development ocean curriculum, and provide instructors to use.
We suggest the school:
1.Improve establishment of ocean area in the libraries, providing ocean-related books.
2.Offer school-based curriculum in ocean education, and teach ocean knowledge.
3.Handle the relevant studies, and enhance teachers' professionalism.
4.Arrange experience activities to enhance students' interest in learning.
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