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4 364 Tomlinson & Quinton, 1996 McCaslin & Good, 1996; Torney-Perta & Hahn, 1988 Purpel & Ryan(1976) internalization

5 365 86a Edwin Maekham : : (Parachin, 1999) SaloveyShee & Mayer(1993)

6 366 (1) (2) (3) (4) ( ) ( 86a) STS(Science-Technology-Society) (Yager, 1992)STS

7 367 (Yager, 1992; 1994) (Yager & Tamir, 1993; Cheek, 1994; Penick & Yager, 1996) STS

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32 392 (84) (87) (86) (87) (88) (86a) (86b) (87) Cheek, D. W. (1994). Students and learning: student concepts of the social sciences and social institutions. Workshop on STS approach in science education. National Taiwan Teachers University. McCaslin, M., & Good, T. L. (1996). The informal curriculum. In D. C. Berliner, & R. C. Calfee (eds), Handbook of Educational Psychology. N. Y.: Macmillan. Parachin, V. M. (1999). How to forgive -seven guidelines for ending resentment. Studio Classroom, 6, Penick, J. E. & Yager, R. E. (1996). Goals for teachers and learners in the Iowa SS&C reform. Iowa-SS&C information packet. Purpel, D. & Ryan, K. (1976). Moral Education-Its comes with the Territory. (eds.) Ca: McCutchan. Salovery, P., Shee, C. K. & Mayer, J. D. (1993), Emotional intelligence and the self-regulation of

33 393 affect. In D. Wegner (Ed.) Handbook of mental control. New Jersey: prentice-hall. Tomlinson, P. & Quinton, O. (1996). Values across the curriculum. London: The Falmer Press. Torney-Perta, J. & Hahn, C. H. (1988). Values education in the Western European tradition. In W. K. Cummings (eds.), The reival of values education in Asia and the West N. Y.: Pergamon, Press. Yager, K. F. (1992). The STS approach parallels constructivist practices. Science Education International, 3(2), Yager, R. E. & Tamir, P. (1993). STS approach: Reasons, intentions, accomplishments, and outcomes. Science Education, 77(6), Yager, R. E. (1994). Instructional outcomes change with STS. Workshop on STS approach in science education. National Taiwan Teachers University.

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35 Journal of National Taipei Teachers College, Vol.XIII(June 2000) NATIONAL TAIPEI TEACHERS COLLEGE 395 A Study of the Cognitive and Emotional Naturalscience Teaching Models in Elementary Schools Taking Our Living Environment as the Topic Chow-chin Lu* ABSTRACT This research started by cultivating elementary school natural science teachers to build up the framwork of affective teaching theory as the first step. Then these teachers and the researcher worked together to design 3 cognitive and affective teaching models related to topics on our living environment. The first teaching model is about the river resources and polluted rivers. We used the slides to introduce rivers and surveyed the relationship between rivers and our lives. Students explored the problems of river pollution by their real life experience, group discussions, and cross debates Eventually, students were asked to draw the picture of the Hsin Dan River and to wrote down the methods of protecting river resources. The second teaching model is about clans and groups. By taking field trips, we observed the clans and groups living at the swamp of Kuan Do National Park. We found that the clans influence one another and that the groups have interrelationship with their food chain and food web. Furthermore, we recognized that environmental pollution threatened the lives of all creatures. The last activity was a game called the survival strategy of a little egret, which was designed to impress students why the population of some groups rose or fell. The activity concluded with several environmental protection strategies obtained by group discussions. The third teaching model is about our living environment. This model was designed to cultivate students to care about surroundings and resources as well as to realize the *Chow-chin Lu: Professor, Department of Natural Science Education

36 396 Journal of National Taipei Teachers College Vol. XIII environmental problems on the earth today. Students needed to collect information by all means, including by internet for their topics. Then they reported in front of other students and answered questions. With respect to affective concept, this study is primarily to cultivate students to care about the species surrounding them, to respect the living rights of all creatures, and to cherish what they have today. Key words: cognitive and affective natural science teaching models, our living environment.

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