應用故事模式探究大學永續發展教育課程實施的歷程與成效

Using the Story Model to Explore the Process and Effects of Implementation of Education for Sustainable Development in a University Course

周珮儀(Pei-I Chou) ； 王雅婷(Ya-Ting Wang)

《科學教育學刊》 29卷S期 (2021/12) Pp. 441-467

https://doi.org/10.6173/CJSE.202112/SP_29.0002

摘要

當前世界主要國家紛紛在高等教育推動永續發展教育，但是我國相關課程、教學理論與實務研究迄今尚不多。因此，本研究視課程為創新教學的介入，探討故事模式在大學永續發展教育課程的運用，觀察和評估學生的學習歷程和成效。本研究採取個案研究，以某校鄰近社區和國小為情境，探究社區永續發展議題。主要研究對象包括27位選修此課程的研究生，蒐集資料方式包括量化的「永續發展目標認知和行動意向問卷」以及質性的觀察、訪談和文件分析。研究結果指出：一、在歷程方面，本研究運用「故事模式」概念架構，發展與實施一套永續發展教育課程與教學設計，包含故事敘說、未來想像和行動方案規劃三階段。二、在成效方面，本課程提升參與者在永續發展目標的認知和行動意向，以及運用「故事」、「未來情節案例」和「議題樹」，描述、想像與規劃永續未來方案的能力，和對社區的關懷和參與。本研究結果顯示故事模式在本土高等教育情境的永續發展教育課程教學的適用性與成效。針對研究主題的省思，本研究可再強化各個課程發展階段的銜接和多重教學策略的統整。最後根據結論提出對永續發展教育課程設計、教學策略和師資培育的啟示與建議。

關鍵字

大學教學實踐 ； 永續發展教育 ； 社區永續發展 ； 故事模式 ； 課程發展

並列摘要

In many countries, higher education curricula have become more concerned with education for sustainable development. In Taiwan, research on this issue has been limited. This study used the story model to implement education for sustainable development in a university course, observing and evaluating the participants' learning processes. In this study, a case study was adopted to investigate how participants planned sustainable development projects for a neighboring community and an elementary school. Twenty-seven graduate students participated in the course. Data collection methods included a quantitative questionnaire on participants' cognitive perceptions and action intentions regarding the sustainable development goals, as well as qualitative observations, interviews, and document reviews. Researchers found that the story model improved the participants' cognitive perception and action intention in regard to sustainable development goals and their abilities to describe, imagine, and develop sustainable plans through narratives, future scenarios, and issue trees. Results also revealed that the implementation of a university course for sustainable development can be effective in training Taiwan students in higher education. Future investigations could place an increased emphasis on strengthening the cohesion of the stages of curriculum development and by integrating multiple instructional strategies. Further suggestions for curriculum design, instruction strategies, and teacher training for sustainable development are provided.

並列關鍵字

University Teaching Practice ； Education for Sustainable Development ； Sustainable Community Development ； Story Model ； Curriculum Development

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