| 摘要: | 本研究主要探討以動畫融入食品安全教育教學，對低年級學童食品安全認知、行為、健康素養之影響。研究者利用「食品安全教育課程」為研究環境，以嘉義市某國小一年級兩班學童為研究對象，分成實驗組與控制組。實驗組採以動畫融入食品安全教育課程、控制組以非動畫融入食品安全教育課程，同時進行6週共480分鐘教學。本研究以實驗研究法，有效樣本數實驗組為22人、控制組為20人。依「動畫融入國小低年級學童食品安全教育成效」量表所得資料，分別採用描述性統計、同質性考驗、t檢定、單因子變異數分析等統計方法，進行資料分析與處理，其主要研究結果如下： 一、食品安全教育介入前，兩組學童在食品安全認知、行為、健康素養上沒有顯著差異；食品安全教育介入後，以動畫融入教學之實驗組學童在食品安全認知、行為、健康素養三總量表得分皆高於非動畫融入教學之控制組，並達顯著差異；課程結束後一個月的延宕後測，以動畫融入之實驗組學童在食品安全認知、行為、健康素養得分仍高於控制組，但只有在食品安全認知總量表達顯著差異。 二、食品安全教育介入後，以動畫融入教學之實驗組在食品安全認知、行為、健康素養三個總量表後測得分皆高於前測，並達顯著差異；課程結束後一個月的延宕後測，實驗組學童在食品安全認知、行為、健康素養得分低於後測；延宕後測三個總量表得分仍高於前測並達顯著差異。 三、食品安全教育介入後，非動畫融入教學之控制組在食品安全認知、行為、健康素養三個總量表得分後測得分皆高於前測，且達顯著差異；課程結束後一個月的延宕後測，控制組學童在食品安全認知、行為、健康素養得分低於後測；延宕後測大部分得分仍高於於前測，在食品安全認知、食品安全行為總量表，得分達顯著差異。 四、以動畫融入教學之實驗組學童的背景變項在食品安全教育介入前後測影響結果：（一）、背景變項在前測三個總量表皆未達顯著差異。（二）、背景變項在後測的食品安全行為總量表中家庭平均月收入5萬以下的學童得分高於其他兩組。但其餘總量表得分沒有達顯著差異。
This study mainly discusses the effect of integrating animation into the food safety education on food safety cognition, behavior, and health literacy of students in the junior-grade. The researcher used the ＂food safety education courses＂ as experimental envoronment. The study takes two classes of junior-grade children in an elementary school in Chiayi City as the research objects, which is divided into the experimental group and control group. The experimental group integrated animation into the food safety education, and the control group integrated non-animation into the food safety education. The teaching period was 480 minutes for 6 weeks. In this study, the experiment research was adopted. The number of valid samples was 22 in the experimental group and 20 in the control group. Based on the data obtained from the ＂the effect of integrating animation into junior-grade students' food safety education in the elementary school＂ scale, descriptive statistics, homogeneity tests, t-tests, and single-factor analysis of variance were used for data analysis and processing. The results of the study are as follows: 1.Before the intervention of food safety education, there was no significant difference between the two groups in food safety cognition, behavior and health literacy. After intervention in food safety education, the total score of food safety cognition, behavior and health literacy of the experimental group with animation integration was higher than control group with non-animation integration, and the score was significantly different. In a month's delay test after the course, the experiment group with animation integration still had higher scores in food safety cognition, behavior, and health literacy than the control group , but only express significant difference on food safety cognition. 2.After the intervention of food safety education, the total score of food safety cognition, behavior and health literacy of the experimental group with animation integration in posttest scores were all higher than the pretest and reached significant differences. In a month's delay test after the course, the experiment group with animation integration had lower scores in food safety cognition, behavior, and health literacy than posttest, but higher than pretest and reached significant differences. 3.After the intervention of food safety education, the total score of food safety cognition, behavior and health literacy of the control group with non-animation integration in posttest scores were all higher than the pretest and reached significant differences. In a month's delay test after the course, the control group with non-animation integration had lower scores in food safety cognition, behavior, and health literacy than posttest, but most of all had higher scores than pretes. There are significant differences in food safety cognition and food safety behavior. 4. The effect of pretest and posttest of experimental group's demographic variations with food safety education intervene: 1. The total score of demographic variations which including food safety cognition, behavior and health literacy in pretest did not reach significant differences. 2. The total score of demographic variations of food safety behavior in posttest, students with a family average income of 50,000 or less get a higher score than children in the other two groups. However, the total scores of the food safety cognition and health literacy did not reach significant differences. |
