A Study of Marine Experiential Learning on Students' Ocean Literacy with Self-Completion Theory

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簡歷

基本資料

Project title

Code/計畫編號

MOST109-2410-H019-009

Translated Name/計畫中文名

以自我完成理論探討海洋體驗學習對學生海洋素養之影響研究

Project Coordinator/計畫主持人

Chia-Dai Yen

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Teacher Education Center

Website

https://www.grb.gov.tw/search/planDetail?id=13535177

Year

2020

Start date/計畫起

01-08-2020

Expected Completion/計畫迄

31-07-2021

Bugetid/研究經費

633千元

ResearchField/研究領域

教育學

隨著環境議題受到全球的重視，海洋教育在近幾年快速的發展，2017年聯合國海洋會議後更確認了以海洋素養為主的海洋教育主軸。但研究發現大多數學生的海洋素養仍然偏低，而參與海洋素養為重點計劃的學生有助於展現海洋素養及海洋對負責任的環境行為，表示海洋教育的實施對於提升海洋素養很重要，特別是學生學習導向為基礎的體驗學習模式。但大多數的體驗學習研究都專注在知識性的學習成果上，較少透過心理調適的角度進行解釋體驗學習與海洋素養之間的關係，因此本研究期望透過自我完成理論解釋海洋體驗學習對於高中生海洋班學生海洋素養之影響，建構完整的海洋素養學習模式，提供未來規劃學生海洋素養學習的理論基礎。本研究採用準實驗設計，預測變數分別是體驗學習、海洋素養以及角色認同(象徵性認同與內部性認同)三個由學生自評的連續變數。另外實驗因子為海洋教育課程實施的兩種教學策略，分別是正向海洋資訊暴露以及環境破壞回顧兩個教學策略。本研究預期研究結果除了證實海洋教育之教學策略外，可進一步透過自我完成理論解釋體驗學習理論對於海洋素養之影響。建構海洋教育研究之基礎，另外也進一步補充Kolb (1984)體驗學習理論以及Garris, Ashlers, and Driskell (2002)的遊戲式體驗學習模型的不足。With the global attention to environmental issues, marine education has developed rapidly in recent years. After the 2017 United Nations Ocean Conference, the marine education mainstay based on ocean literacy was confirmed. However, the study found that the ocean literacy of most students is still low, and students participating in the ocean literacy-focused program are helpful to demonstrate ocean literacy and the responsible environmental behavior of the ocean. It is a student-oriented experience-based learning model. However, most experiential learning research focuses on knowledge-based learning outcomes, and less explains the relationship between experiential learning and ocean literacy through the perspective of psychological adjustment. Therefore, this study hopes to explain the experience of ocean experiential learning for high schools through self-completion The impact of ocean literacy for students, construct a complete ocean literacy learning model, and provide a theoretical basis for future planning of ocean literacy learning for students. This study adopts a quasi-experimental design. The predictive variables are three continuous variables that are self-evaluated by students: experiential learning, ocean literacy, and role identity (symbolic and internal identity). In addition, the experimental factors are two teaching strategies implemented in the marine education curriculum, which are two teaching strategies of forward marine information exposure and environmental damage review. In addition to confirming the teaching strategies of marine education, the results of this study are expected to further explain the impact of experiential learning theory on ocean literacy through self-completion theory. The foundation of marine education research is also supplemented by the deficiency of Kolb (1984) experiential learning theory and the game-based experiential learning model of Garris, Ashlers, and Driskell (2002).

Keyword(s)

海洋教育
體驗學習
海洋素養
自我完成理論
marine education
experiential learning
ocean literacy
self-completion theory

DSpace CRIS

A Study of Marine Experiential Learning on Students' Ocean Literacy with Self-Completion Theory

基本資料

Description