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|Abstract:||本研究的目的在以「地球系統」（Earth System）概念為統整主軸，研發以「地球資源」（Earth Resources）為單元主題之多元化教學模組，並希望藉由「問卷調查法」瞭解學生對於此種統整式科學課程與多元化教學策略的設計之感想和看法。本研究的對象是彰化縣某國立綜合高中之111位高一新生，並由該校之地球科學教師擔任本實驗研究教學的任課教師。學生經由為期三週的地球系統地球資源篇教學（ESER）之後，透過填答「地球資源篇課程回饋表」來表達他們對於ESER教學模組的看法。分析結果發現：大多數學生認為ESER教學模組是有趣而且與生活相關的課程，並能藉由此課程體會珍惜地球資源的重要性，且意識到應該為環境保護盡一已之力。ESER課程總分與相關石油議題環境態度的表現（環境分）呈中度正相關（r=.552），即對ESER課程有好感的學生，在相關石油議題環境態度的表現上也趨向較正向的態度。|
The purpose of this study was to: (1) develop an integrated Earth System-Earth Resources (ESER) teaching module for secondary schools based on a thematic design; and (2) survey students' perceptions toward the integrated ESER. The sample consisted of 111 tenth-grade students enrolled at a national senior high school and one earth science teacher who taught the above classes in the Chang-Hua County, Taiwan. A five point Likert-style questionnaire (Perceptions of the ESER, PESER) was administered to the participants immediately after the three-week ESER treatment with the aims at exploring student opinions of this teaching module. Results of the affective-domain survey suggest that students hold positive attitudes toward the ESER. Most of them thought the ESER interesting and expressed that the ESER had much relevance to their daily life. Besides, the ESER helped them develop appreciation of earth resources and awareness of environmental protection. It was also found that moderate correlation (r=.552) existed between subscales of perceptions toward curriculum and perceptions toward environmental issues of the PESER, i.e., students who held positive attitudes toward the curriculum had generally favorable attitudes toward the environment.
|Appears in Collections:||教師著作|
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