IN-PERSON Manchester Livable Cities

Abstract

This study focuses on the behavioral performance of students in an elementary school in Tamsui, New Taipei City, in terms of their awareness of carbon sinks and their behavior before and after teaching the curriculum. At the beginning of the project, we will involve a class of fifth-grade students from the elementary school mentioned above, who have been cooperating with us for a long period of time, as the experimental subjects. Furthermore, two classes of sixth-grade students will be randomly selected to do reliability analysis to prevent occurrence of historical effects for our research instruments: the Carbon Credits Awareness Questionnaire and the Attitude Scale in Likert Scale. Through the design and experimentation of this curriculum, this study aims to establish an effective inquiry-based teaching method to enhance elementary school students’ knowledge of carbon sequestration and climate change. Additionally, teachers, researchers, and students participating in this study are expected to obtain a more comprehensive understanding of wetland-related environmental issues. Thus, the implementation methods and outcomes of carbon sequestration curriculum design in this study are anticipated to serve as a valuable reference for schools and other environmental organizations to comprehensively implement carbon-related and other topics of environmental education in the future.