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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/78034

    Title: 動畫與教學介入對桃園市某國小六年級學童環境行動影響之研究;Cartoon and Instructional Intervention Effects on Environmental Actions Using Sixth Graders of Primary School in Taoyuan City
    Authors: 練忠一;Lien, Chung-Yi
    Contributors: 環境工程研究所在職專班
    Keywords: 動畫;學童;環境行動;環境教育;cartoon;schoolchildren;environmental action;environmental education
    Date: 2018-08-21
    Issue Date: 2018-08-31 15:09:26 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究目的在於運用動畫教學於國小六年級環境教育課程中,探討動畫教學對學生環境行動的影響。將75位學生分為1組實驗組,2組對照組進行為期三周的實驗課程,以自編「環境行動檢核表」作為資料蒐集工具。在課程實施前後進行「環境行動檢核表」問卷調查,共取得64位有效樣本。分別以敘述性統計分析、獨立樣本t檢定、成對樣本t檢定及單因子共變數分析討論。
    ;This study investigates the effects on environmental actions of sixth graders of primary school using cartoon and instructional intervention. Seventy-five students were divided into one experimental group and two control groups. They were given a three-week experimental course and assessed by the self-edited "Environmental Action Checklist" for data collection and analysis. A questionnaire of the "Environmental Action Checklist" was conducted before and after the courses. A total of 64 valid samples were obtained and discussed by means of the descriptive statistical analysis, independent sample t-test, paired sample t-test, and single-factor
    covariate analysis, respectively.
    The results indicated that all tested students have a good performance of environmental actions with energy conservation being good and waste reduction being moderate. However, the performances of water and ecological conservation were in between the good and moderate. No significant difference was found in all environmental actions due to the issue of gender with the exception of "I will bring
    eco-friendly chopsticks with me." in which boys perform better.
    Students from the experimental group do not make any significant difference in the changes of environmental actions before and after the intervention of animation and extension courses. Compared with students from the control group, there was also no significant difference found in all tested environmental actions. It could conclude that the courses of cartoon and instructionsl intervention designed in this study did not affect the tested sixth garders in changes of environmental actions. However, significant difference was found in a change of energy conservation action between the boys from the experimental group and that of control group. Especially for “I will set the temperature between 26-28 degrees when I turn on the air conditioner.” the boys from the experimental group have a good performance in change of their behavior. In summary, based on the statistic and analusis results of this research, the tested students poorly performed in environmental actions, such as persuasion, consumption behavior, and ecological management. Therefore, it is proposed to reinforce the above related curricula in the future plan of environmental education and is helpful for enhancing the environmental perceptions and actions in all students of
    primary school.
    Appears in Collections:[環境工程研究所碩士在職專班] 博碩士論文

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