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以希望感為核心之高中氣候變遷課程評量研究
An Evaluation Research on Hope-Oriented Climate Change Curriculum at Senior-High School
摘要
隨著氣候變遷成為全球環境挑戰，氣候行動不但成為聯合國教科文組織在2017年提出的全球17項永續發展目標的重要學習內容之一，亦為目前臺灣環境教育議題中的重要學習主題。但氣候變遷是個以全球為尺度、跨領域、充滿複雜性和不確定性的環境議題，容易讓青少年在學習時感到絕望而不利採取氣候行動。因此如何設計1套能有效提升希望感、又能促進氣候素養和環境行為的課程，是本研究的主要目標。本文運用Snyder的希望感理論設計1套以氣候行動為主題的高中多元選修課程，採用Li與Monroe的氣候變遷希望感量表評量課程成效，以便利抽樣邀請臺北市一所公立高中合作教學，並以不等控制組之準實驗設計進行資料收集，共有實驗組40名及控制組61名學生參與研究，最後以二因子變異數分析課程效果。研究結果發現一學期共3個模組的課程能顯著提升實驗組學生的氣候變遷希望感、技能與行為。本研究雖未能增加氣候變遷知識，但課程介入能減緩實驗組學生的知識退步程度。此外，本研究也發現初次用於臺灣女性高中生群體的氣候變遷希望感量表具有良好的信效度。依據前述結果，本研究亦提出未來的研究和教學建議。
並列摘要
As climate change has become a serious environmental challenge for global sustainable development. The United Nations Educational, Scientific and Cultural Organization (UNESCO) proposed climate action as one of the Sustainable Development Goals (SDGs) in 2017. Climate change was also designated as an important learning topic by Taiwanese government. However, climate change is a global-scale, cross-disciplinary, complex, and uncertain environmental issue. Therefore, adolescent learners easily feel too hopeless to take action to address issues associated with climate change. The purpose of this research is to design and evaluate a curriculum that aims to promote adolescent's sense of hope, knowledge, skills, and behavior regarding climate change. We transformed Snyder's hope theory into an instructional strategy and designed a semester-long course for senior-high-school students. Through convenience sampling, we invited four teachers and 161 students at one public senior high school to join this research. We adopted Li and Monroe's Climate Change Hope Scale (CCHS) to evaluate learning outcomes through the quasi-experimental design. Result from a two-way analysis of variance (ANOVA) analysis showed that after learning three modules, students' sense of hope, environmental skills, and behavior significantly increased at the end of semester. Results also showed a decline of students' knowledge loss in treatment group. In addition, we found that CCHS had good reliability and validity in Taiwanese adolescent population. According to the findings of this study, we propose continued research and the development of educational strategies which promote student engagement in learning climate change.