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研究生: 蔡采靜
Tsai-chin, Tsai
論文名稱: 兩難環境議題融入自然與生活科技課程對於學生環境認知和態度的影響
Integrating Environmental Issues in Dilemma into Science and Technology Courses: The Impact towards Students’ Cognition and Attitude
指導教授: 張永達
Chang, Yung-Ta
學位類別: 碩士
Master
系所名稱: 生命科學系
Department of Life Science
論文出版年: 2007
畢業學年度: 95
語文別: 中文
論文頁數: 144
中文關鍵詞: 環境認知環境態度環境議題
英文關鍵詞: environment cognition, environment attitude, environmental issues
論文種類: 學術論文
相關次數: 點閱:183下載:17
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  • 本研究採用準實驗研究法,以七年級學生做為研究對象,對照組進行一般教學活動,實驗組則採行兩難議題融入自然與生活科技的模組課程,並於教學實驗前後,利用問卷檢視兩組學生在環境認知及環境態度方面是否有所差異,以提供現職教師做為執行此類課程時的參考。
    本研究所獲得的結果如下:(1)兩難議題融入自然與生活科技的模組課程可提升學生的環境認知及態度,且在各面向的提升效果均較傳統的講述式課程差;(2)學生的環境認知與環境態度之間呈現正相關;(3)兩難議題的融入式課程可提升學生的課程參與度及思考範疇;(4)立場及情境會影響學生的態度及決策結果。建議教師實施環境教育時,應增加兩難議題的融入式課程、及培養學生的環境問題覺察能力,並注意立場及情境對學生造成的影響。

    In the research, we adopted the Quasi-experiment design on 7-grade students. The course – “integrating Environmental issues into Science and Technology” was applied on the experiment group, while the comparison group took the traditional one. We used the questionnaire to survey the difference of students’ environment cognition and attitude between the two groups. And we hoped it can help teachers to carry out such courses.
    The result revealed : (1)The “integrating Environmental issues into Science and Technology” course could improve not only the whole, but also all dimensions of students’ environment cognition and attitude. (2)The relationship between student’s environment cognition and attitude is significantly positive. (3)The environmental issue-discussion-oriented courses could help to encourage students’ participation and to broaden their horizons as well. (4)The standpoint and situation might influence students’ attitude and decision-making. Due to all mentioned above, while putting the environment education into practice, it would be better for teachers to incorporate more environmental issue-discussion-oriented courses, to increase students’ sensitivities regarding environmental issues, and moreover, teachers should pay more attention to the effect on students caused by the standpoint and situation.

    誌謝………………………………………………………………………i 中文摘要…………………………………………………………………ii 英文摘要………………………………………………………………iii 第一章 緒論 第一節 研究背景與研究動機……………………………………1 第二節 研究目的…………………………………………………4 第三節 研究問題…………………………………………………5 第四節 名詞解釋…………………………………………………6 第五節 本研究的重要性…………………………………………7 第六節 研究範圍和研究限制……………………………………8 第二章 相關文獻評述 第一節 環境教育的定義、發展與內涵…………………………9 第二節 環境知識………………………………………………12 第三節 環境態度………………………………………………19 第四節 環境知識、態度與行動…………………………………26 第五節 學生的概念與問題解決課程…………………………37 第三章 研究方法 第一節 研究架構與步驟………………………………………43 第二節 研究對象………………………………………………46 第三節 研究工具………………………………………………48 第四節 課程的內容與實施方式………………………………58 第五節 資料的蒐集與分析……………………………………63 第四章 結果分析與討論 第一節 整體學生在教學前後的變化……………………………66 第二節 對照組學生在教學前後的變化…………………………71 第三節 實驗組學生在教學前後的變化…………………………82 第四節 學生的課堂表現………………………………………101 第五章 結論與建議 第一節 結論……………………………………………………122 第二節 對於國內環境教育的建議……………………………125 第三節 對於未來環境教育研究的建議………………………127 參考文獻………………………………………………………………129 附錄 附錄一 環境認知及環境態度問卷……………………………134 附錄二 兩難議題活動討論單…………………………………139

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