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NTOU Edu Method, 碩專班教育研究法, 特教教師工作倦怠, 羅筠甯, 嚴佳代, 外語焦慮, chi, 璟瑜, 幼兒園教師 -…
NTOU Edu Method
Kevin
outdoor education
戶外教育
Remmen, K. B., & Iversen, E. (2023). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of adventure education and outdoor learning, 23(4), 433-451.
余秉豐（2022）。海洋環境教育對大學生知識、態度與行為之研究。
teaching practice
教學實踐
Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(1), 3.
environmental interpretation
解說教育
Munro, J. K., Morrison-Saunders, A., & Hughes, M. (2008). Environmental interpretation evaluation in natural areas. Journal of ecotourism, 7(1), 1-14.
楊毓婕（2021）。臺灣地質公園解說員環境解說專業能力與專業發展需求探討。
林美菲（2024）。國立海洋科技博物館導覽志工海洋永續概念導覽策略之研究。
Kelly
Learning stress/challenge
Luo, W. H. (2021). Challenges facing teachers in implementing bilingual instruction in Taiwan and implications for teacher professional development. Journal of Education Research, (321), 78-97.
Chang, S. Y. (2025). Becoming bilingual (or not): A look into the public’s intersecting orientations towards Bilingual 2030 in multilingual Taiwan. Language Policy, 1-24.
Bilingual education
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International journal of bilingual education and bilingualism, 21(6), 666-679.
Huang, Y. H. I. (2024). “The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities. Higher Education, 88(1), 85-100.
陳錦芬. (2023). 臺灣雙語教學之教學方針與策略. Journal of Educational Practice and Research, 36(1), 163-188.
implementation status
Chang, Y. J. (2022). (Re) Imagining Taiwan through" 2030 Bilingual Nation": Languages, Identities, and Ideologies. Taiwan Journal of TESOL, 19(1), 121-146.
Tsou, W. (2021). Glocalization and Taiwan's bilingual education. Journal of Education Research, (321), 17-29.
Sneha
Gender equality
Unterhalter, Elaine, and Sheila Aikman, eds. Practising gender equality in education. Oxfam, 2007.
ocean litreacy
Cava, Francesca, Sarah Schoedinger, Craig Strang, and Peter Tuddenham. "Science content and standards for ocean literacy: A report on ocean literacy." (2005): 28-33.
music education
Hargreaves, David J., Nigel A. Marshall, and Adrian C. North. "Music education in the twenty-first century: A psychological perspective." British Journal of Music Education 20, no. 2 (2003): 147-163.
waste management
Hoornweg, D. and Bhada-Tata, P., 2012. What a waste: a global review of solid waste management.
Sophia
Ocean Literacy
張正杰, & 郭志富. (2017). 發展國小海洋科學教學模組提升學童海洋素養之研究-以國立海洋科技博物館為例. 科學教育月刊,(396), 2-16.
羅綸新. (2018). 落實素養導向之海洋教育議題. 教育脈動, (3), 1-5.
教育部（2018）. 《海洋教育政策白皮書》.
Madi O'Brien, Cátia Freitas, Paul Venzo, Prue Francis.(2023). Fostering ocean literacy through informal marine education programs,Marine Pollution Bulletin,Volume 193,2023,115208
Bastos, E., Clarke, G., Dodds, B., Higgs, S., Willcocks, K., & Bridge, N. (2025). Mapping ocean literacy educational journeys: a systematic scoping review. Environmental Education Research, 1–23.
Marine Education
教育部（2018）. 《海洋教育政策白皮書》.
吳靖國. (2022). 戶外教育與海洋教育整合發展的省思與作法. 臺灣教育評論月刊, 11(5), 192-197.
張正杰, & 羅綸新. (2016). 分析海洋教育議題學習內涵之重要性. 課程與教學, 19(2), 53-81.
張正杰, 蔡良庭, 吳靖國, & 林彥伶. (2019). 海洋教育關鍵 DNA: K-12 海洋素養範圍與程序指引手冊.
教育部（2021）. 《111-115年海洋教育執行計劃》.
Water Activities
許成源. (2010). 水域活動休閒參與行為--以基隆地區民眾為例. 秀威出版.
陳文和. (2024). 海洋教育議題融入水域活動課程提升大學生水域安全素養. 大專體育, (70), 1-12.
曾秀雲. (2025). 身心障礙者參與水域活動之心理幸福感影響模式. 戶外遊憩研究, 38(2), 1-34.
James' research topic
Table Tennis Skill Learning Outcomes
Zhang, S., Chen, G., Wu, Q., & Li, X. (2023). The interplay between table tennis skill development and sports performance: A Comprehensive review. Pacific International Journal, 6(3), 150-156.
English learning motivation
Menggo, S. (2018). English learning motivation and speaking ability. Journal of Psychology and Instruction, 2(2), 70-76.
Suryasa, W., Prayoga, I. G. P. A., & Werdistira, I. (2017). An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE). International journal of social sciences and humanities, 1(2), 43-50.
Bilingual Teaching Strategies
(CLIL教學法)
Hu, H. (2023). Emerging from Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?. Higher Learning Research Communications, 13(2), 1-8.
Vivi
Ocean literacy
Mallick, D., Tsang, E. P. K., Lee, J. C. K., & Cheang, C. C. (2023). Marine environmental knowledge and attitudes among university students in Hong Kong: An application of the ocean literacy framework. International Journal of Environmental Research and Public Health, 20(6), 4785.
Greely, T. M., & Lodge, A. (2009, December). Measuring ocean literacy: What teens understand about the ocean using the Survey of Ocean Literacy and Engagement (SOLE). In AGU Fall Meeting Abstracts (Vol. 2009, pp. ED32A-08).
衡量海洋素養：透過海洋素養和參與度調查（SOLE）了解青少年對海洋的認知
認知、情意
Marine education
Wang, Y. H., Chen, Y. C., Liou, J. R., & Ger, T. H. (2023). Fostering Marine Science and Environmental Literacy Through Marine Education Activities in Science Museum.
Fostering Marine Science and Environmental Literacy Through
Marine Education Activities in Science Museum
https://hdl.handle.net/11296/h9mum9**海洋教育議題融入課程對於國中生海洋素養提升的研究—以新北市三重高中為例**
Sunny
Digital Learning
Gamification and Game‐based Learning
Zhang, Q., & Yu, Z. (2022). Investigating and comparing the effects on learning achievement and motivation for gamification and game‐based learning: a quantitative study employing Kahoot. Education Research International, 2022(1), 9855328.
Bilingual Learning
Learning Anxiety
Learning Motivation
Mandy
Ocean teaching AI
海洋保育
Mendez, V., Mozes, F., Krotenthaler, S., Gramatikova, Y., Lobo, I., Protopsaltis, A., ... & Erenli, K. (2024). Enhancing Learning through conversational AI: An Approach to Ocean Conservation and Recycling Education. Immersive Learning Research-Practitioner, 7-12.
Lee, W. S. (2020). 擴增實境融入戶外學習系統思考的設計與運用 (Doctoral dissertation, National Taiwan Normal University (Taiwan)).
謝易錚. (2020). 繪製人工智慧藍圖-結合 STEAM 教育與海洋之研究人工智慧導論.
Sustainable ocean
Winther, J. G., Dai, M., Rist, T., Hoel, A. H., Li, Y., Trice, A., ... & Whitehouse, S. (2020). Integrated ocean management for a sustainable ocean economy. Nature ecology & evolution, 4(11), 1451-1458.
碩專班教育研究法
王嘉萍
海洋科學素養
1.對海洋微型塑膠的科學理解，如來源、機制與影響
2.能否進行數據解釋、提出假設
台灣北部高中生(偏鄉、靠海、有海洋教育經驗否)
科學素養
1.探究能力（提問、設計實驗、資料解釋）
2.批判思考（對數據的判斷力）
科普傳播教學模組
(課程設計導向PBE、IBL、體驗學習)
環境覺知(意識、態度、素養)
環境教育素養
1.知識→態度→行動 (KAB model)
2.是否會有行動傾向(如減塑、淨灘)
愛青
焦慮感
社交行為和恐懼
自律管控
網路使用
自信心
學習成效
學習態度
嚴佳代
外語焦慮
溝通焦慮
考試焦慮
害怕負面評價
海洋科學學習成效
海洋科學序列
雙語教學
羅筠甯
舞蹈才藝
學童焦慮
自信心
社會技能
惠儀
口腔保健
知識
自我效能
行為
態度
健康促進策略
國小學童
新北市某國小
Tina
英語學習成效
學習動機
海洋素養學習成效
CLIL教學法
教學信念
Flores (2001)
陳嫺姍
家庭結構
親子關係
同儕關係
幸福感
老幼共學情意實踐探究
高齡社會所帶來的挑戰與因應策略
情意教育與幼兒社會發展的重要性
老幼共學相關研究成果
陳泓鈞 海洋體驗對學齡兒童情緒影響
海洋教育
情緒控管
外在表現
心理壓力
體驗學習
海洋環境
海洋運動
chih
工作負荷
心理調節
偏鄉
沈鎮熹
工作壓力
教學效能
自我效能
外在評鑒
永添
主任工作壓力
校長領導風格
海洋教育
兒童哲學
在地閱讀
璟瑜
社會情緒學習
教學挑戰
教學需求
教師態度
林昂諺
基隆市國小教師
情緒勞動
職業倦怠
校園濫訴
于菁
特教教師工作倦怠
情緒勞務
行政
家長
教學
心理彈性
羅筠甯
嚴佳代
Tina
外語焦慮
chi
璟瑜
幼兒園教師