Yu-Ying Wei｜Teacher, Lu Jiang Elementary School, New Taipei City, Taiwna｜emilywe318@apps.ntpc.edu.tw
Meng-Ping Tsuei｜Professor, Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education, Taipei City, Taiwan｜mptsuei@mail.ntue.edu.tw
▌Abstract
The purpose of this study was to explore the effects of applying digital storytelling in project-based learning on fifth-grade students’ learning in water resources conservation. Case study was adopted as the research design. There were 26 fifth-grade students participating in this study. Paired-Sample t test, Mann-Whitney U test and Pearson Product-Moment Correlation were used to analyze the quantitative data. Scores of students’ digital storytelling products and interview records were also included to evaluate students’ learning effectiveness. The results were as following:
- The average score of the post-test was significantly higher than that of the pre-test on the water resources test.
- The average score of the post-test was higher than that of the pre-test on the water resources questionnaire.
- The female students showed more improvements than the male students on the test. However, there was no significant difference between them.
- Students showed positive attitude toward digital storytelling and project-based learning.
The results of this study support the effects of applying digital storytelling in project-based learning in water resources conservation.
Keywords: Water resources conservation, Case study, Project-based learning, Digital storytelling, Environmental education