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An Exploration on the Effects of “Nutrition Education of Environmental Ecology Concept” and Its Elements Affecting Health Education Teachers’ Conducting
Environmental ecology concept
factors affecting teaching strategies
The purpose of this paper is to understand the influences of Nutrition Education of Environmental Ecology Concept on the understanding, attitudes, sense of responsibility, conduct intentions and actual conducts of junior high school students as well as the teaching beliefs of health education teachers when conducting Nutrition Education of Environmental Ecology Concept while further understanding the teaching environment, relevant teaching experiences and life experiences of interpretations and explanation on teaching beliefs of teachers. At last, we analyze the possible reasons that affect the teaching beliefs of teachers and relevant measures required. With purposive sampling, 317 junior high school students in Taipei City were selected (teaching section n=179; non-teaching section n=138) and 28 teachers at junior high schools as our target. From the questionnaires to teachers, we selected 2 teachers with purposive sampling for thorough interviews. The major results after questionnaires and interviews are: 1. After taking “Nutrition Education of Environmental Ecology Concept,” students in teaching section show significant improvement in the degree of cognition, sense of responsibility of dining behaviors and conduct intentions; attitudes and actual conducts of dining do not reach the significant statistical differences. 2. Teaching beliefs of teachers: (1) teaching goal: a. learning the knowledge of health education is the first step of molding health behaviors, b. rooting the attitudes of social concern and responsibility, c. breaking myth of repeating what other people say, and d. broadening the vision of global village and world views. (2) Course contents: a. the contents should be connected to students’ life experiences, and b. teachers are the leaders of the course contents. (3) Teaching strategies: a. the same teaching strategy does not necessarily apply to each teacher, b. time is a key factor that affects the teaching strategies, c. different teaching strategies are used for different teaching goals, d. proper teaching strategies enhance the learning performances of students, and e. students are served as the center of teaching strategies, which connect to the life experience of students all the time. (4) Teaching assessment: a. the timing is everywhere, b. selecting different assessment measures in accordance with characteristics of teaching units, c. teaching assessment should be diverse, and d. emphasizing on individual assessment. (5). Teachers on students’ learning and requirements: a. the health issues of students are getting increasingly diverse, and b. significant changes of learning environment. 3. Teaching scenarios that affect teaching beliefs of teachers: (1) hardware of schools, (2) community hardware equipment, (3) teaching scheduled progress, (4) interaction with other professionals at schools, (5) concurring administrative posts at schools, (6) parents, (7) administrative officials at schools, and (8) teacher’s understanding and acceptance of the courses. 4. Life experiences affecting teaching beliefs of teachers: (1) health education at junior and senior schools emphasizing on memorization, (2) the training period for teachers where there are differences of nutrition education and practice sites, (3) re-learning, (4) introspection on life experiences, and (5) participation in relevant activities. 5. Teaching experiences that affect teaching beliefs of teachers: (1) single edition for easy teaching, (2) education reforms having impacts on old teaching methods, and (3) new waves and thoughts, new teaching strategies. 6. Difficulties of teaching recognized by teachers: (1) limits of computer equipment at schools, (2) limit of community hardware, (3) difficult to assess dining conducts and attitudes of students, (4) sense of frustration of students after having classes, and (5) teachers not familiar with courses. 7. The teachers’ most required measures: (1) providing comprehensive lesson plans and useful multi-media equipment, (2) materials for parents, (3) acquirement and update of information, and (4) providing tools to assess students. The study proves the feasibility and effectiveness of Nutrition Education of Environmental Ecology Concept conducted by teachers. The course has positive effects on the understanding, attitudes, sense of responsibility, conduct intentions and actual conducts of junior high school students. We also have an idea on what teaching beliefs of teachers in the courses and teaching environment, life experiences and teaching experiences that affect teaching beliefs and further find out the difficulties and needs of teachers in teaching. Suggestions are offered at last for education level and future researches.
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