台南地區國小中高年級學童環境教育分項能力之研究

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題名:
台南地區國小中高年級學童環境教育分項能力之研究
著者: 王素貞; Wang, Su-Chen
李寶珠; Pau-Ju Lee; 自然科學教育學系碩士班
主題: 環境教育; 分項能力; Elementary School Students; Environmental Awareness
描述: 本研究在探討台南地區國小學童的「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」，以及這五者間的相關性；並探討性別、年級、居住地、社經地位和這五者間之關係。採自編之問卷為研究工具。母群體為台南縣市國小四、六年級學童。以叢集隨機抽樣方式，分別自台南縣市各抽取七所國小，共885 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，不同性別、年級、社經地位及城鄉學童間皆達顯著差異。學童對環境的覺知與敏感度尚稱理想，得分佔總分之76.8%，但能藉由觀察與體驗自然來表達對環境之感受的比例並不高，僅佔61.7%。二、在「環境概念知識問卷」得分上，不同年級、社經地位學童間達顯著差異，不同性別、城鄉學童間無顯著差異。學童對環境的概念知識尚稱理想，得分佔總分之71.9%，但對資源及地區性環境現況的了解較不足。三、在「環境價值觀與態度問卷」得分上，不同性別、年級、社經地位學童間達顯著差異，但城鄉學童間無顯著差異。學童對環境的價值觀與態度趨於積極正向，得分佔總分之80.9%，四、在「環境行動技能問卷」得分上，不同性別、年級、社經地位學童間達顯著差異，但城鄉學童間無顯著差異。學童的環境行動能力偏弱，得分僅佔總分之52%。學童蒐集資料的主要方式，依序是上網、訪問、查書、實地觀察；保護小河的方式，依序是不亂丟垃圾、撿垃圾、減少廢水之排放、處罰污染者。五、在「環境行動經驗問卷」得分上，不同性別、社經地位、城鄉學童間達顯著差異，但不同年級間無顯著差異。學童的環境行動經驗趨於正向，得分佔總分70.4﹪，但會參與關懷弱勢團體活動，及會調查生活週遭的環境問題者之比例並不高，僅佔55﹪以上。六、學童的環境覺知、知識、態度、行動技能及行動經驗五者之間互為顯著正相關。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。
The purpose of this study was to investigate the environmental awareness, knowledge,attitudes, action skills and action experiences of elementary school students. A questionnairedeveloped by the researcher was used as the research tool to collect related data. By means ofcluster sampling, 885 students of the 4th and 6th grade in Tainan City and Tainan County weretaken as survey samples. The data were analyzed by using descriptive statistics, T-test,One-Way ANOVA and Pearson product-moment correlation. The result is as follows:1. As for grading on “Environmental Awareness” questionnaire, there are significantdifferences among different genders, grades, socioeconomic status and students fromurban/rural areas. Students’ feedback on “Environmental Awareness” is consideredsatisfactory.2. As for “Environmental Knowledge” questionnaire, there are significant differences amongdifferent grades and socioeconomic status; however, there are no large differences amongdifferent genders and students from urban/rural areas. Students’ feedback on“Environmental Knowledge” is also considered satisfactory; however, they haveinsufficient understanding toward resources and local environmental conditions.3. As for “Environmental Attitudes” questionnaire, there are significant differences amongdifferent genders, grades and socioeconomic status; however, there are no largedifferences with students from urban/rural areas. Students’ feedback on “EnvironmentalAttitudes” is rather positive and aggressive.4. As for “Environmental Action Skills” questionnaire, there are significant differencesamong different genders, grades and socioeconomic status; however, there are no largedifferences with students from urban/rural areas. Students’ feedback on “EnvironmentalAction Skills” is rather low. Students’ primary ways of collecting information are throughsurfing on the internet, conducting interview and looking into books; and their primaryways of protecting rivers are through non-littering, picking garbage, reducing drainingwaste water, and fining polluters.5. As for “Environmental Action experiences” questionnaire, there are significant differencesamong different genders, and socioeconomic status and students from urban/rural areas;however, there are no large differences with different grades. Students’ feedback on“Environmental Action experiences” is rather positive.6. Students’ environmental awareness, knowledge, attitudes, action skills and actionexperiences are positively correlated.
碩士
建立日期: 2004
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4500
資源來源: NUTN IR

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台南地區國小中高年級學童環境教育分項能力之研究

王素貞; Wang, Su-Chen 李寶珠; Pau-Ju Lee; 自然科學教育學系碩士班 2004

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