An Action Research of the Application of Situated Learning in Energy Education for First and Second Graders

• Main Authors: YAO,TSO-YEN, 姚佐燕
• Other Authors: CHEN,CHUN-YU
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/66a2jh

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 106 === In an era when energy resources are being exhausted at high speed, every country has been studying and discussing energy issues, hoping to slow down the depletion of energy caused by human activity through integration of theory and practice. The promotion of energy education is one of the dominant practices of the energy policy. Although the education in energy technology is not part of the curriculum yet, the subject area covers interdisciplinary concept and core issues of energy, the combination of both is rarely seen in real-life, this shows the importance and the urgent need for energy education. The situated learning theory emphasizes that learning should occur in a situated process of knowledge construction. Knowledge acquisition should be situated in the authentic learning context and activity. As a result, situated learning provides a practical framework for energy education that can engage students in the real-life tasks. Therefore, this research study used the situated learning theory to design courses around energy conservation and plastic reduction. The course was integrated to the learning area of second graders in primary school, combining classroom activities with real-life tasks, for instance, various festivals throughout the year. The whole curriculum was designed to last for twenty periods. The research subject of this study was the second graders in primary school. Throughout the process of action research, the learning effectiveness of students’ knowledge and attitude toward energy in the situated learning environment was explored, and this offered teachers an opportunity to reflect on the teaching effects. In addition, students’ learning outcomes were thoroughly studied by observing their behaviors during the classroom activities. The findings were as follows: 1.Through the application of the situated learning theory, the first and second graders could effectively connect the energy issues taught in class to the real world. 2.The integration of energy issues into teaching had a positive impact on students’ literacy and attitude toward energy. 3.Applying energy issues into teaching positively influenced the teacher’s professional development. We hope to shed light on the energy education for the first and second graders through the reflections on teaching, and the analysis of the dilemmas encountered in the teaching process and their solutions.