台南縣國小推行環境教育之措施對六年級學童環境素養的影響

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題名:
台南縣國小推行環境教育之措施對六年級學童環境素養的影響
著者: 王耀德; Wang, Yaw-der
莊陽德; Yungder Juang; 材料科學系自然科學教育碩士班
主題: 環境教育; 環境素養; environmental education; environmental literacy
描述: 本研究在探討台南縣國小六年級學童的「環境覺知與敏感度」、「環境概念知識」、「環境價值觀與態度」、「環境行動技能」與「環境行動經驗」，以及這五者之間的相關性；並探討學校背景(舉辦教師環境教育研習次數、學校地理位置、學校班級數、綠色學校、永續校園、校園環境教育設施、選舉環保小署長、學校舉辦學生環境教育活動次數)和這五者間之關係。採自編之問卷為研究工具。母群體為台南縣國小六年級學童。以叢集隨機抽樣方式，分別自台南縣抽取34所國小，共957位學生做為研究樣本。調查所得資料以描述性統計、t 考驗、單因子變異數分析及皮爾森積差相關等方法進行統計分析。本研究主要結果如下：一、在「環境覺知與敏感度問卷」得分上，不同的舉辦教師環境教育研習次數、校園的環境教育設施，與學童間無顯著差異。但在不同的學校地理位置、學校班級數、綠色學校、永續校園、選舉環保小署長、學校舉辦學生環境教育活動次數，與學童間達顯著差異。二、在「環境概念知識問卷」得分上，不同的舉辦教師環境教育研習次數、學校班級數，與學童間無顯著差異。但在不同的學校地理位置、綠色學校、永續校園、校園環境教育設施、選舉環保小署長、學校舉辦學生環境教育活動次數，與學童間達顯著差異。三、在「環境價值觀與態度問卷」得分上，不同的舉辦教師環境教育研習次數，與學童間無顯著差異。但在不同的學校地理位置、學校班級數、綠色學校、永續校園、校園環境教育設施、選舉環保小署長、學校舉辦學生環境教育活動次數，與學童間達顯著差異。四、在「環境行動技能問卷」得分上，不同的舉辦教師環境教育研習次數、學校班級數、選舉環保小署長，與學童間無顯著差異。但在不同的學校地理位置、綠色學校、永續校園、校園環境教育設施、學校舉辦學生環境教育活動次數，與學童間達顯著差異。五、在「環境行動經驗問卷」得分上，不同的舉辦教師環境教育研習次數、學校班級數，與學童間無顯著差異。但在不同的學校地理位置、綠色學校、永續校園、校園環境教育設施、選舉環保小署長、學校舉辦學生環境教育活動次數，與學童間達顯著差異。六、學童的環境覺知與敏感度、環境概念知識、環境價值觀與態度、環境行動技能與環境行動經驗兩兩間的相關係數，皆達顯著差異。最後根據本研究所獲結果提出建議，以供國小環境教育及未來研究之參考。
This study inquires Environmental Awareness and Sensitivity, Environmental Conceptual Knowledge, Environmental Values and Attitude, Environmental Action Skills and Environmental Action Experience of Grade-6 elementary students and the correlation of the five preceding matters; moreover, in addition, it explores the relationship between the preceding five matters and school background, including frequency of teacher environmental education studies, school geographical location, school class number, green school, sustaining campus, campus environmental educational facilities, election of green little ministers and frequency of school holding students’ environmental educational events. The research tool is the self-edited questionnaires with the population of Grade-6 elementary students in Tainan County and the subjects sampled via clustering sampling from 957 students of 34 elementary schools in Tainan County. The attained data are processed via descriptive statistics, t test, one-way ANOVA and Pearson product-moment correlation analysis. The main findings are as below:1. Regarding points of Environmental Awareness and Sensitivity Questionnaires, there is no difference between students and diversity of frequency of teacher environmental education studies and campus environmental educational facilities; however, there is a difference between students and diversity of school geographical location, school class number, green school, sustaining campus, election of green little ministers and frequency of school holding students’ environmental educational events.2. Regarding points of Environmental Conceptual Knowledge Questionnaires, there is no difference between students and diversity of frequency of teacher environmental education studies and school class number; however, there is a difference between students and diversity of school geographical location, green school, sustaining campus, campus environmental educational facilities, election of green little ministers and frequency of school holding students’ environmental educational events.3. Regarding points of Environmental Values and Attitude Questionnaires, there is no difference between students and diversity of frequency of teacher environmental education studies; however, there is a difference between students and diversity of school geographical location, school class number, green school, sustaining campus, campus environmental educational facilities, election of green little ministers and frequency of school holding students’ environmental educational events.4. Regarding points of Environmental Action Skills Questionnaires, there is no difference between students and diversity of frequency of teacher environmental education studies, school class number and election of green little ministers; however, there is a difference between students and diversity of school geographical location, green school, sustaining campus, campus environmental educational facilities and frequency of school holding students’ environmental educational events.5. Regarding points of Environmental Action Experience Questionnaires, there is no difference between students and diversity of frequency of teacher environmental education studies and school class number; however, there is a difference between students and diversity of school geographical location, green school, sustaining campus, campus environmental educational facilities, election of green little ministers and frequency of school holding students’ environmental educational events.6. There is a difference between the coefficients of Environmental Awareness and Sensitivity, Environmental Conceptual Knowledge, Environmental Values and Attitude, Environmental Action Skills and Environmental Action Experience of students mutually. According to the conclusions attained in this study, the suggestions are proposed as the references to elementary environmental education and further studies.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3103
資源來源: NUTN IR

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台南縣國小推行環境教育之措施對六年級學童環境素養的影響

王耀德; Wang, Yaw-der 莊陽德; Yungder Juang; 材料科學系自然科學教育碩士班 2008

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