Analysis of Expected Learning Effectiveness and Characteristics of Climate Change Board-game as Teaching Materials

• Main Authors: Chih, Hui-Lin, 池惠琳
• Other Authors: 張育傑
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/93fnb5

碩士 === 臺北市立大學 === 地球環境暨生物資源學系環境教育與資源碩士班 === 105 === Due to the special geographical and geological features, typhoons happen frequently in Taiwan. Once the extreme weather occurs, it would aggravate the scale and frequency of these natural disasters. In the circumstance, therefore, the government and citizens should possess certain knowledge about climate change in order to deal with the various impacts of different extreme weathers in the future. To face the challenges of climate change, mitigation and adaption are equally important. Besides energy-saving implementation, it is essential to acknowledge the citizens the impacts of climate change and how to adapt themselves to it positively. The domain knowledge of climate change, however, is not readily intelligible. That is one of the reasons why the climate change education is not easy to promote in the elementary schools. Based on the Upstream-downstream climate change board-game designed by Boston University and the International Committee of the Red Cross, this study develops an instructional guide for teaching after consulting experts to set up proper teaching objectives. Sixty-two current and potential teachers participate in this study. Adopting one-group pretest-posttest design, participants are requested to fill in questionnaire after playing the board-game itself and acknowledged the instructional guide for acquiring their evaluation of the designed guide. Furthermore,qualitative interviews are also applied. In the conclusion, the research results reveal that the designed instructional guide could highlight the characteristics as teaching materials and strengthen the expecting learning performance as well. Moreover, there is no difference in the evaluations for the board-game itself, but different personalities of participants would lead to different evaluations for characteristics of teaching materials and expecting learning performance. Teachers and environmental education promoters give high recognition to the designed guide but with different focuses. Also, their teaching abilities would influence the results while using this game to execute climate change promotion. Advises for using climate change board-game as teaching materials are raised in the end.