跨領域永續課程提升大學生整體性思考及衝突問題解決能力：以海洋永續教育為例

Sustainability Interdisciplinary Education for Facilitating Undergraduate Students' Holistic Thinking and Conflict Resolution Competencies: A Study on Education for Ocean Sustainability

林季怡(Chi-I Lin) ； 李育諭(Yuh-Yuh Li)

《科學教育學刊》 26卷1期 (2018/03) Pp. 1-27

https://doi.org/10.6173/CJSE.201803_26(1).0001

摘要

本文主旨在思考如何培養大學生永續核心能力，研究目的在檢視跨領域課程設計對學生永續核心能力學習成效之影響，特別著重在整體性思考及衝突問題解決兩項核心能力指標。研究以海洋永續教育為例，參照跨領域永續教育模式(Sustainability Transdisciplinary Education Model, STEM)，以文學藝術做為知識統整平臺，設計跨領域海洋永續教育課程，統整社會及科學領域知識。研究工具採用概念圖測量學生整體性思考及衝突問題解決能力，研究對象為參與課程之54位大學生，參與研究學生須先受過訓練熟習概念圖之操作，學期初及學期末各進行一次概念圖測量。學生所繪概念圖採內容分析法進行編碼，參照預先擬定之編碼表進行，由兩位研究人員分別進行編碼，編碼結果進行信效度分析。研究發現：一、跨領域永續教育課程有助學生整體性思考能力提升；二、跨領域永續教育課程有助學生衝突問題解決能力提升。研究發現將可提供未來跨領域環境及永續教育課程設計參考。

關鍵字

永續教育 ； 永續概念圖 ； 海洋文學 ； 跨領域課程

並列摘要

This paper investigated the cultivation of the key competencies concerning sustainability among undergraduate students. It assessed the impact of interdisciplinary learning for sustainability education, focusing its investigation on the two key sustainability competencies of holistic thinking and conflict resolution. This study examined an ocean sustainability course design based on the sustainability transdisciplinary education model (the sustainability STEM model) that utilizes literary and art works as a platform for promoting a network of socio- and scientific fields of knowledge. Fifty-four students participated in the study and their learning outcomes were assessed by concept mapping. Prior to the pre-test survey, a training session on concept mapping skills was organized and the data were collected at both the beginning and end of the course. The contents of the collected concept maps were then coded, utilizing a structured rubric to analyze the students' key sustainability competencies. The inter-rater reliability between two coders and validity of the coding result were examined. The findings indicated that, by the end of the course: 1. the students' holistic thinking improved significantly; and 2. the students' conflict resolution improved significantly. The results presented in this paper also offered pedagogical implications for adopting the sustainability STEM model to develop multidisciplinary environmental and sustainability curriculum.

並列關鍵字

Education for Sustainability ； Concept-Mapping for Sustainability ； Marine Literature ； Interdisciplinary Learning

參考文獻

吳明益(2003)。以書寫解放自然：臺灣現代自然書寫的探索。臺北市:大安。

李育諭編(2015)。2015年青少年永續發展素養調查計畫。高雄市:國立中山大學公民素養推動研究中心。

林達森(2003)。概念圖的理論基礎與運用實務。花蓮師院學報。17，107-132。

張正杰(2015)。影響國中學生海洋科學知識與海洋教育能力指標因素之研究。教育學報。43(2)，173-196。

張正杰、羅綸新(2014)。建構海洋教育的核心價值—從不斷傳出海難事件談起。臺灣教育評論月刊。3(3)，118-123。