An action research of homeland study curriculum development on the philosophical basis of bioregionalism
| Autor: | Shu Chih Wang, 王淑枝 |
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| Rok vydání: | 1998 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 86 According to educators* study, the biggest problem elementary school teachers will meet when teaching the homeland study, the newly advocated subject in 1992 in Taiwan is the educational profession issue. In this research, we adopted action research approach to develop homeland study curriculum and tried to help the teacher solve this problem. Before implementing this curriculum, we draw out two key elements from bioregionalism (bioregional thoughts) : to build a sense of place and get to reinhabitate our home, as main goals to construct the frame of curriculum content, and then decided the subgoals including knowing this place, feeling closeness or connectedness with local nature and caring for our home, etc. We concerned that : (1) Is it feasible to develop homeland study curriculum on the philosophical basis of bioregionalism? (2)What kind of problem the teachers will face when conducting this program? (3)What progress the teacher will make in the process? The researcher and teacher researcher collaborated to develop curriculum and design unit activity with following the guide of curriculum frame. We finished eight lessons including four outdoor sites finally. In the process, we revised the content, refined the teaching strategies, and reimplement the lessons in order to catch the central meaning of bioregionalism and achieve the ultimate aims of homeland study program. Over the whole semester''''''''s implementation, we collected teacher''''''''s reflection diaries, researcher''''''''s diaries, field observations, and other documents as data analysis resource. The teacher and students were also interviewed. After analyzing the information with triangulation technique, our findings show: (1) there is high feasibility to develop homeland study curriculum on the philosophical basis of bioregionalism. (2) The teacher faced three problems: being lack of professional knowledge, spending much more time to prepare, and warring about the safety problem. Nevertheless, the teacher had made progress in teaching competence. She felt more confident when teaching in the outdoors. Also she had known this place more deeply. Moreover, students gave many responses back in the class. We suggested teachers in the homeland study may use the bioregionalism to develop the curriculum with the start of understanding the content of bioregionalism first. Find an expert or collaborator to brain storm much more abundant materials, and go out have more field experiences to get ideas for teaching materials. We hope there will be more researchers jump into this study, as if theory transformation to practice and other related issues. Keywords: bioregionalism, homeland study curriculum development, action research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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