33

96 38 33-64

34

2000

Invasive Species
Specialist Group, ISSG, 2003

2005

1979
(Mochida, 1991)

2005

 35

2005

30

1987
Collins and Brown (1982)

2000Cornell Martin, 1987; Hegarty, Carpenter

& Just,1991

36

1.

2.

Elton2000

2000

ISSG2003

The International Union

for Conservation of Nature and Natural Resources, IUCN2000
(Guidelines for the
Prevention of Biodiversity Loss, IUCN)Alien species

 37

Introduced species 1985

2000
Alien invasive species

IUCN2000
1.2.3.
4.5.6
200420062006Callaway, 2004; Wilson,
1992 Pimentel,
McNair, Janecka, Wightman, Simmonds , Connell, Wong, Russel, Zern, Aquino
and Tsomodo.(2001)
1230

2004IUCN2000

2006

38

1992

2002

2003

(United
Nations Educational, Scientific and Cultural Organization, UNESO, 1978)

Hines, Hungerford and Tomera1986

Hines1985

 39

Dimopoulos, Pantis, 2003;

Hines et al., 1986; Sandiford, 1992

(
2005)
(2005)Hegarty, Carpenter and Just1991

(Bunzel, & Morris, 1992)

2006
2005

Cornell and Martin1987

20042006

20042005
2006

40

2006

Doty, Popplewell & Byers, 2001; Matthew, 1997

p0.807

63
65

 41

1
1

ASCT

ASAT

ASBT

0.831

0.804

0.847

Likert

Likert

Alien species cognition test, ASCT

42

225 KR21
0.831 0.20~0.79 0.11~0.60
Alien species attitude test, ASAT

Likert

ASCT
Cronbach 0.80
Alien species behavior test, ASBT

Likert

ASCT
Cronbach 0.84

 43

ASCTASAT ASBT

ASCTASATASBT
SPSS12.0 t
F pearson

ASCTASATASBT

ASCT t
2
2 ASCT t

M/SD

M/SD

M/SD

10.38/3.25

16.43/2.662

-17.236

0.000**

15.25/3.547

-10.226

0.000**

9.92/3.299

14.66/3.397

-12.001

0.000**

14.34/3.434

-12.058

0.000**

**p<0.01

44

2 ASCT
t t=-17.236p<0.01t-10.226 p<0.01t
-12.001p<0.01t-12.058 p<0.01

3 4
3 ASCT

362.590

362.590

55.585

74.508

74.508

11 . 4 2 2

815.392

125

6.523

ES

P
.000

0.52

.001*

*p0.05, **p<0.01

ASCT

M/SD M/SD

10.38/3.25

16.43/2.662

16.308

0.322

9.92/3.299

14.66/3.397

14.778

0.317

10.15

3 4 ASCT
F11.422P<0.05
ASCT 16.308
14.778

ES0.52

 45

5 70
70
5 ASCT

90.6

87.9

11

63.5*

63.1*

73.4

69.7*

12

96.9

92.4

75

65.2*

13

69.8*

33.8*

81.3

72.7

14

76.6

56.1*

65.1*

75.4

15

92.2

75.8

95.3

92.4

16

73.4

69.7*

92.2

92.4

17

98.4

92.4

84.4

78.8

18

81.3

83.3

100

100

19

75

57.7*

10

82.8

63.6*

20

68.3*

49.2*

* 70

5
1.
2.

3.

4.

5.

70 3~4
70%
6

46

6 ASCT 70%

1
2

3
4

1
2

2
3

11

13

20

(interview
S2,5,10,20070302)

(interview
S6,23,25,20070302)

(interview
S21,20070302)

(interview 26,38,20070302)

(interview
S13,20070302)

(interview
S10,18,20070302)

(interview S4,19,20070302)

(interview S 42,20070302)

(interview
S2,11,21,20070302)

(interview
S
6,20,34,20070302)

(interview S25,20070302)

(interview S3,18,20070302)

 47

ASAT
t 7
7

ASAT t

M/SD

M/SD

M/SD

73.56/7.291 81.52/7.278

-9.442

0.000**

77.75/8.277

-4.634

0.000**

71.52/7.060 77.78/7.003

-5.449

0.000**

77.09/7.365

-5.007

0.000**

**p<0.01

7 ASAT
t t=-9.442p<0.01t-4.634 p<0.01t-5.449
p<0.01t-5.007 p<0.01

ASAT
8 9
8 ASAT

827.726

827.726

18.493

.000

284.651

284.651

6.360

.013*

5594.973

125

44.760

*p0.05, **p<0.01

ASAT

M/SD M/SD
73.56/7.291
71.52/7.060

72.52

81.52/7.278
77.78/7.003

81.155
78.142

0.847
0.834

48

8 9 ASAT
F6.360P<0.05

ASBT 81.155
78.142

2006

1991
2003Dimopoulos Pantis, 2003 ; Stepath, 2004

ASBT t
10
10

ASBT t
t

M/SD

M/SD

M/SD

68.25/12.008

73.75/12.159

-4.154

0.000**

72.35/11.600

-2.842

0.006**

67.17/11.124

71.80/12.887

-2.289

0.025*

70.06/13.927

-1.325

0.190

*p0.05**p<0.01

10 ASBT
t t=-4.154p<0.01t-2.842 p<0.01

t=-2.289p<0.05

 49

t=-1.325p>0.05

ASBT
11 12
11 ASBT

2431.271

2431.271

17.503

.000

75.125

75.125

.541

.463

17363.066

125

138.905

12

ASBT

M/SD M/SD

68.25/12.008

73.75/12.159

73.553

1.575

67.17/11.124

71.80/12.887

70.248

1.551

67.70

11 12 ASBT
F
.541P>0.05
ASBT
73.553 70.248

2005

2003
Gaye, Hamide, Ceren and Semra2005

50

ASCTASATASBT
1
22
20

20

18

15

16
14

10

12

10

100

100
90

90

80
70

80
70

60

60

50
110
100
90
80
70
60
50
40
30

110
100
90
80

70
60
50
40
30

110
100
90
80
70
60
50
40
30
100

80

90

60

70

15

20

10

100

110
100
90
80
70
60
50
40
30

80

90

60

70

18

50
22

16

20

14

12

10

1 --- X -Y

---
Pearson 13 Pearson

13

Pearson

Pearson
P

Pearson
P

Pearson
P

.441**
.000
63
.266*
.035
63

.435**
.000
63

 51

Pearson
P

Pearson
P

Pearson
P

.424**
.000
65
.031
.809
65

.314*
. 0 11
65

*p0.05**p<0.01

13
r=.441, P<.01; r=.266, P<.05 r=.435,
P<.01
r=.424, P<.01; r=.314, P<.05
r=.031, P>.05
1999Dimopoulos Pantis,2003; Hines
et al, 1986; Sandiford, 1992

14

52

14

S18

S44

S38

S13

S55

T
S42

S23
T

S37

S23

2 0 0 6 11 2 4

2 0 0 6 11 2 4

15

 53

15

S15

S22

S3

2 0 0 6 11 2 4

S41

S36

S44
S51

2 0 0 6 11 2 8

16

54

16

S2

S65

S64

S24

17

 55

17

T T

S15 S11

S31

S27 S21

S33 T

T S22

S19

2 0 0 6 11 2 8
S3

S13

2 0 0 6 11 2 4

-
-

18

56

18

S52

S51

S43

S47

20052006

19971999Stepath, 2004
Moseley, 2000

Stepath, 2004

 57

Hines1985

Dimopoulos and Pantis2003

1993Stepath, 2004

58

NSC
94-2511-S-152-007, NSC 95-2511-S-152 -002

 59

2006
13(3)
12-14
20022006 5 3
http://www.biodiv.org/meetings/final-reports.aspx
1985

2006
5464-69
200536(7)536-541
2005
2006 8
12 http://www.etech.ncyu.edu.tw/~etechoffice/download/doc/
2005-08-12/paper2005
2000
2005
2006 8 12
http://www.etech.ncyu.edu.tw/~etechoffice/download/doc/2005-08-12/pap
er2005/
2006-
13(3)1
1993
37-44
1999

2004

2005
2006 8 12

60

http://www.etech.ncyu.edu.tw/~etechoffice/download/doc/2005-08-12/pap
er2005
2006

2003

200423(4)10-13
2003-
200438262-67
2005
50(2)159-180
1991

2005
095-010
1997
2004-

2000
423, 14-27
2005

1999
40(1)66-74
2006
-19(2),

 61

1-30
(2006)

900-906
(2006)
244-250
(2006)

998-1003
2005-
2006 8 12
http://www.etech.ncyu.edu.tw/~etechoffice/download/doc/2005-08-12/
paper2005/
2000-

2001-7020-24
1987537-50
Bunzel, M., & Morris, S. (1992). Staffing and skills for multimedia production.
Mulitmedia Application Development Using DVI Technology, (pp.51-68)
New York: McGraw-Hill Book Company Inc.
Callaway, R. M. (2004). Soil biota and exotic plant invasion. Nature. 427, 731
733.
Collins, A. & Brown, J.S. (1982). The Computer as a Tool for Learning
Through. Reflection. In H.Mandl & lesgold (Eds.). Learning issues for
Intelligent Tutoring Systems. (pp.10-18). New York: Springer.
Cornell, R., & Martin, B. (1987). The role of motivation in web-based
instruction. In B. H. Khan (Ed.), Web-based instruction (pp.93-100).
Englewood Cliffs, NJ: Educational Technology Publications.
Dimopoulos, I. D. & John, D. P. (2003). Knowledge and Attitudes Regarding
Sea Turtles in Elementary Students on Zakynthos, Greece. The Journal of

62

Environmental Education, 34, 30-38.

Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM
storybooks and young readers reading comprehension. Journal of
Research on Computing in Education. 33(4), 374-384.
Elton, C. S. (2000). The Ecology of Invasions by Animals and Plants.
University of Chicago Press.
Gaye, T., Hamide, E., Ceren, T. & Semra, S. (2005). Environmental attitudes of
young people in Turkey: effects of school type and gender. Environmental
Education Research, 11, 215-233.
Hegarty, M., Carpenter, P. A. & Just, M. A. (1991). Diagrams in the
comprehension of scientific texts. In R. Barr, M. L. Kamil, P. Mosenthal,
& P. D. Pearson (Eds.), Handbook of reading research: Vol.2.
(pp.641-668). New York: Longman.
Hines, J. (1985). An Analysis and Synthesis of Research on Responsible
Environmental Behavior (Doctoral dissertation, Southern Illinois
University at Carbondale, 1984). Dissertation Abstracts International,
46(3),655.
Hines, J., Hungerford, H. R., & Tomera, A. N. (1986). Analysis and synthesis
of research on responsible environmental behavior :a meta- analysis. The
Journal of Environmental Education,18(2), 1-8.
International Union for the Conservation of Natural and Natural Resources.
(2000). IUCN Guidelines for the Prevention of Biodiversity Loss.
Retrieved October 2, 2006, from http://www.issg.org/IUCNISGuidelines.
html
Invasive Species Specialist Group. (2003). The invasive species problems.
Retrieved October 2, 2006, from http://www.issg.org/
Matthew, K. I. (1997). A comparison of the influence of interactive CD-ROM
storybooks and traditional print storybooks on reading comprehension.
Journal of Research on Computing in Education, 29(3), 263-275.
Mochida, O. (1991). Spread of freshwater Pomacea snail (Pilidae, Mollusca)
from Argentina to Asia. Micronesia Supplement, 3, 51-62.

 63

Moseley, C. (2000). Teaching for environmental literacy. Clearing House, 74(1),

23-24.
Pimentel, D. S., McNair, J., Janecka, J., Wightman, C., Simmonds, C. O.,
Connell, E., Wong, L., Russel, J., Zern, T., Aquino, & Tsomodo, T. (2001).
Economic and environment threats of alien plant, animal, and microde
invasions. Agriculture, Ecosystems, and Environment. 84, 1-20
Sandiford, S. A. 1992 . Attitude, behavior, and future perspective:
Investigation the framework of environmental concern and action for its
implications in developing environmental instructioninstruction design.
Unpublished doctoral dissertation, Syracuse University.
Stepath, C. M. (2004). Coral Reef Education and Australian High School
Students. (ERIC Documemt Reproduction Service NO. ED 491455)
United Nations Educational, Scientific, and Cultural Organization.
(UNESCO-UNEP). (1978). The Tbilisi Declaration. Connect, III (1),
18.
Wilson, E. O., (1992). The diversity of life. Cambridge: Harvard University
press.

64

A Study on the Application for Instruction

of CD-ROM Storybooks of Alien Species

Chow-Chin Lu , Wen-Hsuan Peng

Abstract
This study applied to the teaching technique with topical instruction
strategies of alien species by using the CD-ROM storybooks of alien species.
We also found a variety of species through the rich multimedia materials
inclusive of the characters, sound, pictures, animations, etc. can concrete the
concepts. It significantly helped the students to understand the alien species, the
influence of local natural environment, the superiority of alien species, and the
latter prevention and control for alien species. Besides, this study used the
quasi-experimental method to administer the teaching research. The assessing
and testing process utilized various tools, alien species cognition test, alien
species attitude test and alien species behavior test, etc. This result
indicated that the experimental-group students taught by CD-ROM storybooks
of alien species were definitely superior to the control-group students for
cognitive concepts and attitude value of alien species. However, the both groups
had no major difference in the behavioral expression for alien species. In
addition, the students seemed highly related to the cognitive ability, attitude
value and behavioral effectuation for alien species after executing the
instructional strategy with CD-ROM storybooks of alien species.
Keywords: alien species, alien invasive species, CD-ROM storybooks

Professor, Department of Natural Science Education, National Taipei University of

Education
Master, Department of Natural Science Education, National Taipei University of Education