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來源資料
頁籤選單縮合
題 名 | 國民小學污染概念研究=Pollution Concepts in Elementary School |
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作 者 | 陳佩正; | 書刊名 | 臺北師院學報 |
卷 期 | 9 1996.06[民85.06] |
頁 次 | 頁485-516 |
分類號 | 528.33 |
關鍵詞 | 國民小學; 污染概念; |
語 文 | 中文(Chinese) |
中文摘要 | 依據國小教師調查認為有二十八個污染概念適合在國小的教學,為了更深入探討學 童對污染概念了解的程度而執行本研究。研究人員先針對各個概念編寫二至四個問項的測驗 卷。透過課程專家、污染相關學科專家、環教學者和國小教師的協助,完成低、中、高年級 適用的三份測驗卷。 在寄出去一萬多份測驗卷下有九十個百分點的回收率。依據學童對各問項的答對與否來 判斷某個概念在國小的適切性相當冒險。未來將朝向訪談方式加以探討。如果假設測驗卷可 靠,在寄發前已經由二十八個概念刪成二十六個概念。經過評量,我們建議將原先屬於高年 級的污染概念移至國中乃至高中教學。所以最後剩下二十二個污染概念適合在國小教學。 這二十二個污染概念如何配合課程,它們彼此間的相關則需等未來研究加以探討。 |
英文摘要 | Previous study indicated that a total of twenty-eight pollution concepts should be included in Taiwanese elementary school curriculum. However, to go even further from the students' point of view is also very critical to the study. Therefore, the researchers designed two to four test items for each pollution concept as revealed from previous study to solicit what students actually know about pollution issues. The questionnaire had been developed and evaluated through a modified Delphi method, in which groups of pollution experts, elementary curriculum experts, environmental educators, and elementary school teachers were invited to participate in order to make the final version of the questionnaire easily understood by the targeted group. Three sets of questionnaires were used according to students' grade levels (primary, middle, and upper). A total of more than ten thousand copies of the questionnaire have been sent to teachers for distribution to their students around the island, with a return rate more than 90% within less than one month. The suitability of each concept was evaluated according to students' according to students' answers to each question in the questionnaire. However, the leader of this research project would like to argue that quantitative study could not provide insight into students' mind , and would like recommend fellow researchers to carry a parallel study with qualitative method in mind. Nevertheless, results from this study indicated that a total of twenty tow pollution concepts can, and should be taught in our elementary schools, with the remaining six pollution concepts identified from previous year be removed to the secondary school curriculum. How can these twenty-two concepts be matched to the existing curriculum, or curriculum to come, and the sequence, coordination between these concepts need more attention from fellow researchers in the coming years. |
本系統中英文摘要資訊取自各篇刊載內容。