| Summary: | 碩士 === 國立臺中教育大學 === 科學教育與應用學系環境教育及管理碩士班 === 107 === Abstract
This study aimed at the investigation results on the current status of environmental education based on the year 2017 “Research on the improvement of participants' environmental literacy for and satisfaction with TSMC and AUO’s external promotion of the environmental education program”; for the curricula developed with facilities provided in the environmental education fields of the two companies, the researcher designed three sets of environmental education curricula of teaching on energy conservation & carbon reduction and water saving for 7th ~9th grade of junior high school.
TSMC's curriculum include: 1.Where does waste water come from? saving water from you and me; 2. Energy conservation and carbon reduction; AUO’s development is: Dada tiger and you travel together in the green energy world. Experimental teaching research was carried out among students from grade 7 to grade 9 in three junior high schools in Taichung City. The main purpose of this study is to find out whether the knowledge, attitude and behavior of students from grade 7 to grade 9 of three junior high schools in Taichung City have improved in terms of energy conservation, carbon reduction and water saving. After the experimental teaching through teaching effectivenss data collection, such as the analysis of pre-test and post-test, interview and observation, and to understand through research team review if the curriculum program is suitable for the school teachers and students to visit and use, and thus try to correct the original curriculum program and reinforce the original teaching strategy.
The effects of experimental teaching of thematic curriculum in the field of various schools are discussed as follows:
(1) Junior Department of Peikang Senior High School “Energy Conservation Ambassador-- Dada tiger and you travel together in the green energy world” (9th grade students)
The statistical analysis results of pre-test and post-test questionnaires in this curriculum experimental group for the average scores of knowledge, attitude and behavior questions show that the average scores of knowledge and attitude questions in post-test are better than those in pre-test to reach significant difference (p<.05), and the behavioral aspects are more significant (p<.001). Curriculum to be revised: when teachers use internet video clips to teach, a few students failed to focus on contents; after the teacher guides the student to freely express what experience has learned from viewing the film content, even it achieves the teaching effect very specifically, but too long film will make learners relax learning ability. So, it is hereby suggested that the video should not exceed 5 minutes.
(2) Kungming Junior High School “Energy Conservation & Carbon Reduction” (8th grade students)
The statistical analysis results of pre-test and post-test questionnaires in this curriculum experimental group show that the average scores of knowledge and attitude questions in post-test are better than those in pre-test to reach significant difference (p<.05). Participants were also able to demonstrate environmental problem solving and action based on interviews and observations. The curriculum needs to be revised: the purpose of the group discussion on environmental issues is to stimulate students' thinking and action through the practical process of proposing teaching strategies to solve environmental problems; however, the collaborative teachers think that the discussion time is too short for students to discuss specific actions in depth, so the group discussion time of environmental issues can be adjusted and increased.
(3) Peihsin Junior High School “Where does waste water come from? Saving water from you and me” (7th grade students)
The statistical analysis results of pre-test and post-test questionnaires in this curriculum experimental group show that the average scores of knowledge, attitude and behavior questions in post-test are better than those in pre-test to reach significant difference (p<.01). The course needs to be revised: the review teachers think that the school arranged to publicize the relevant regulations on water and electricity conservation after enrollment of new students. Taking this opportunity to study the curriculum program again is very helpful for students to discuss the environmental issue "saving water in life starts from you and me". It is suggested that this curriculum program should be widely used as the best teaching time and target for new students, and discuss whether these curriculum programs can motivate students to act and solve problems!
Keywords: TSMC (Taiwan Semiconductor Manufacturing Company), AUO (AU Optronics), Environmental education field, Curriculum program, Teaching effect
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