Multi-discipline aided teaching to promote the learning efficiency in disaster prevention of debris flow education.
| Autor: | Mei-Ying Lee, 李美瑩 |
|---|---|
| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 In Taiwan, the fragile geology and frequent extreme rainfall events result in debris flow. Many residents living in the high potential areas of debris flow should strengthen their understanding of disaster prevention. Although Ministry of Education has included the knowledge of disaster prevention in the Nine-year Curriculum Guidelines, there is no comprehensive learning content of debris flow. Students are able to access to the knowledge of debris flow which are scattered in various sources e.g. textbook, disaster prevention drills, public awareness films. Curriculum alignment was required to ensure the sequential learning of debris flow. The second grade students in Tu-Cheng elementary school were selected as focus group. In order to compare the learning effectiveness between public awareness films and multi-discipline aided thematic teaching, the quasi experimental designs were applied to experiment including pre-test, teaching experiment and post-test. The pre- and post-test of debris flow disaster prevention were composed of disaster knowledge, disaster prevention and disaster evacuation. The attitude achievement questionnaires of debris flow were used to compare the knowledge and attitude between control group (subject-based teaching) and experimental group (public awareness films). Finally, the learning feedback of teaching group would be analyzed to evaluate the improvement of learning effectiveness under the visual, aural, read/write and kinesthetic (VARK) learning style. The pre-test results of debris flow disaster prevention knowledge are similar between two groups. After teaching, the results of Paired Sample T-Test showed the two groups were significantly improved in knowledge. However, the results of Independent Sample T-Test found that the post-test score of control group and experimental group, which increased 32.6% and 8.7% respectively, were significantly different. The disaster prevention attitude score of control group and experimental group were 4.53 and 3.81 respectively, showing a positive correlation between knowledge and attitude. From the learning feedback of teaching group, students highly agree with the VARK learning style which is more effective in learning than public awareness films. This study suggested a teaching style with multi-senses learning which is helpful for learners to achieve the maximum learning effectiveness. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|