Integrated Green Conceptions into Applied Science Course Assessing Taiwan Students’ Learning Attitude and Correlation Analysis

King-Dow Su

doi:10.21601/ijese/11424

Abstract

This research focused on constructing students’ new visions of integrated green concepts into science course. There were 54 students to conduct a questionnaire survey approach and examine their cognitive learning attitude and correlation analysis by integrating innovative animations of carbon footprint. The statistical analysis of students’ learning performance would indicate in the collected data. The results pointed out the following four trends: (1) Development of learning attitude questionnaire had superior reliability of Cronbach α, .97 and correlation of γ > .70 for each dependent variable; (2) The finding of quantitative research indicated that students exhibited positive learning attitude (M=3.711, SD=.767) after the integrated serial learning; (3) One-way ANOVA revealed that students represented a large effect size (410≦ f ≦.776) for their disposition of the experimental curriculum; (4) According to the results of students’ interview for integrating teaching showed positive learning feedback which students could thoroughly understand the positive consumption concept of carbon emissions. For the limitation of the sample in this research, further research will be necessary for promoting students’ deep and longitude learning research in the future.

Highlights

The essence of constructivism revealed that knowledge could construct on the minds of learners
Cognitive Learning In the past two decades, constructing a cognitive learning environment for green applied in a science course, the importance of constructivism to science teaching has been valued by scientists (Trumper, 1997; Yore & Treagust, 2006)
The semi-structured questionnaire focused on understanding learning perspectives and feedback for the integrated green science course

Summary

INTRODUCTION

The essence of constructivism revealed that knowledge could construct on the minds of learners. Many researchers suggested that teaching subjects focus on the knowledge level of the context and enhance their understanding of reasoning process skills (Galili, 1996; Norris & Philips, 2012). The construction of an integrated learning environment with information interactive technology successfully applied to subject teaching to enhance students' learning and goal achievement (Bodemer et al, 2005; Lowe, 2003; Su, 2013). To successfully design "carbon footprint" green animation, to integrate applied science course and to enhance students' vision and value of green concepts; 2. To observe from the classroom development of experimental teaching and understand students' learning attitude, relevance and feedback analysis in the integrated applied science course. What are the students' feedback analyses about interviews after the integrated course?

LITERATURE REVIEW

RESULTS AND DISCUSSION

CONCLUSIONS AND SUGGESTIONS