The Influence of Water Resources Conserving Teaching Plan on the Third-grade and Fifth-grade Students' Knowledge, Attitude and Behavior of Water Resources Conserving
| Autor: | GIN-YI SHUI, 許靜怡 |
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| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This study aims to investigate the third-grade and fifth-grade students’ knowledge, attitude, and behavior of water resources conserving, and the project teaching plan in order to explore the correlation between the teaching plan and the knowledge, attitudes and behaviors of third-grade and fifth-grade students. The Quasi-experimental method was applied in this study. The subjects of this study are the third and fifth graders of two classes of Santan Elementary School in Changhua County. The students were divided into the experimental and the control groups. All the research data was analyzed by average, standard deviation, pair-sample t-test, independent sample t-test, single factor analysis of variance and Pearson’s product-moment correlation. The results of this study are as follows: 1.The sources of the students’ knowledge of water resources conserving were families or elders of their family, teachers, TV news, books or newspapers, lectures, posters or propaganda, internet, outdoor activities, classmates and friends by priority. 2.The students of different gender were not significantly different in their knowledge, attitudes, behavior of water resources conserving. 3.The students of different grade were not significantly different in their attitudes and behaviors of water resources conserving. However they were significantly different in their knowledge of water resources conserving. 4.The students whose fathers’ education level are different, were not significantly different in their knowledge of water resources conserving. However the difference of their attitude and behavior was not significant. The students whose mothers’ education level are different, were significantly different in their knowledge and attitude of water resources conserving. However the difference of their behavior was not significant. 5.The students using water economizing equipments at home were not significantly different from the students without using water economizing equipments at home in their knowledge, attitudes, behavior of water resources conserving. 6.After the project teaching, the difference between students’ knowledge, attitude and behavior was significant. 7.The correlation between students’ knowledge and attitudes of water resources conserving and the correlation between students’ attitudes and behaviors of water resources conserving were significantly positive. However the correlation between their knowledge and behaviors was not significant. Key Words: water resources conserving, project teaching, knowledge, attitude, behavior |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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