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					  Action Research for the Green-Consumption Education in an
                      Elementary School

     Green consumption provides a solution for the misuses and wastes of reso
urces due to mass production and mass consumption. An action research for
green consumption education in an elementary school was used to promote stu
dents’ knowledge of green consumption, to develop a positive attitude towards
green consumption and to encourage students to take actions of green consump
tions. The purpose of this study was to understand elementary school students’
  current concepts and practices of green consumption. Through the green consu
mption action research education and learning, this study also aimed to explore
  the promotion of the students’ cognition, attitude and behavior from the green
-consumption action learning. Finally, some suggestions from this action resear
ch would be gained, as a future reference for those who are interested in purs
uing green consumption education and research.

      In this study, a collaborative action-research team conducted the green-cons
umption teaching. Students were divided into to homogeneous groups-the expe
rimental group and the control group. The experimental group was taught a
green-consumption action curriculum, and the control group was taught a green
  consumption education in the traditional way.      Many research methods were
conducts including observations, questionnaires, learning portfolios assessment,
instructional diaries, interviews and content analysis by the research team. The
  results of the study were shown as follows: In terms of cognition, the underst
anding of green consumption among the fifth graders of elementary school was
n’t beyond buy the environmental protection goods; no concepts of green prod
ucts and Green Mark product was found. In terms of attitude, the fifth graders
 all showed positive and strong interests towards green consumption. In terms
 of behaviors, the fifth graders showed the action, such as recycling, reuses
their own chopsticks, bowls, and cups, bringing shopping bags when going sho
pping, saving water and electricity, and some other school-related environmental
 education activities. The green consumption action research curriculum was
confirmed highly suitable by several research methods including observations,
instructional diaries, interviews and questionnaires, and in accordance with the
Competence Indicators or Benchmarks of Grade 1-9 Curriculum proposed by
 the Ministry of Education. According to the analysis of the pretest and post-

test of the questionnaires, portfolio assessment, interviews to students, and the
questionnaires for the parents, the experimental group showed a significant
  improvement, not only for the cognition of green consumption, but also for th
e attitude and behaviors of green consumption. According to the analysis of
the posttest questionnaires, students’ social status or background had no signify-
cant effect on the learning of green consumption education. The proper action-r
esearch mode is student-centered, merging action learning, STS teaching and s
elf-guiding instructional curriculum design. Collaborative teaching team conduct
  the action research of green consumption education, students frequently show
a positive attitude and behavior towards green consumption. The teachers are
propelled to design a suitable green consumption education curriculum, and
also promote the professional growth of collaborative teaching team.

Keywords: Action research, green consumption, environmental education


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