A Study of Influence of Elementary School Students Understand Biodiversity by Campus Plant Resource Investigation and Web-based Instruction

[[abstract]]The purpose of this study is to consider whether campus plant resource investigation and construction of a web page to conduct instructional activities regarding campus plants can affect the biodiversity knowledge, attitudes, and behavioral intentions on the third grade elementary school students. This study uses 45 third grade elementary school students in Chiayi as the research sample for a six-week long instructional activity. Before and after the instructional activity, the “survey on third grade elementary school student biodiversity knowledge, attitude, and behavioral intentions” was used to test the students. Pre-test and post-test data is used to conduct statistical analysis to understand the instructional accomplishments. Primary findings of this study are as follows: Similarities and differences of campus plants, divided into trees, bushes, herbs, and aquatic plants; the part on plant introductions includes six portions on the name, academic name, classification, place of origin, usage, and characteristics. This is appropriate for teaching the third grade elementary school students to learn campus plants. The students’ scores on biodiversity knowledge, attitudes, and behavioral intentions significantly increased after intervention of the course. There is a significant positive correlation among biodiversity knowledge, attitudes, and behavioral intentions. Research results show that campus plant resource investigation and construction of a webpage with the information for instruction on campus plants does effectively increase biodiversity knowledge of third grade elementary school students, and makes the students’ biodiversity attitudes and behavioral intentions more proactive