- 期刊
氣候變遷通識課程教學實踐研究：SDG13氣候行動與希望感為核心
Teaching Practice Research in a General Education Course on Climate Change: SDG 13 (Climate Action) and Hope as Core Elements in Curriculum Design
摘要
氣候變遷教育的發展刻不容緩，但牽涉議題龐大，難產生希望感促使行動。本教學實踐研究探索一門以SDGs第13項目標「氣候行動」的子目標三為核心，依有效之氣候變遷教學策略進行教學並融入練習調節氣候變遷擔憂與提升希望感之實作與反思活動之大學通識課程。研究蒐集分析65名參與者SDGs問卷、口頭簡報、希望感量表前後測與反思短文，發現：修課前半數大不熟悉SDGs概念，且對SDGs第13項目標「氣候行動」意識不高，參與課程後，約70%展現氣候變遷意識變化；希望感量表後測僅群體構面些微進步，個人構面些微下降，但變化都不顯，仍維持偏高量表分數；主題分析反思短文調節氣候變遷擔憂與提升希望感策略，包含：個人因應、群體因應、正向重新評估等策略，比例與文獻他國大學生相異，並呈現具特色的「透過比較以強化改變的重要性」策略；多數參與者採有助提升「建構式希望感」之策略，採否定式希望感策略少。氣候變遷教育討論與學習者相關議題，引導投入實作與反思，練習調節擔憂與提升建構式希望的策略，以利未來採取行動。
並列摘要
Though the development of Climate Change Education is urgent, due to the enormity of the climate change issues, it is challenging to generate hope (will power and way power) to prompt actions. This research on teaching practices explores a university general education course that focuses on SDG 13, "Climate Action," specifically targeting sub-goal no. 3. The course integrated effective climate change teaching strategies and incorporated activities aiming at copying with worry and promoting hope toward climate change. The data collected from 65 students, included their replies on the SDGs questionnaire, oral presentations, pre- and post-test results of the Climate Change Hope Scale (CCHS), and reflective essays. The findings indicated that prior to participating in the course, half of the students had little awareness of the SDGs. After the course. And approximately 70% of the students demonstrated awareness of SDGs and climate change issues. The collective sphere of CCHS pre- and post-tests showed slight improvement, while the personal sphere showed a minor decline; however. The changes were not significant, and the overall scale scores remained relatively high. Strategies for copying with worry and promoting hope revealing in reflective essays included: individual problem-focused coping, collective problem-focused coping, and positive reappraisal, etc. The proportion of these strategies adopted by Taiwanese college students differed from that of college students in other countries. Also, a distinctive strategy on "promoting changes through comparison" was found. Most participants adopted strategies which can promote constructive hope, such as, collective problem-focused coping, with fewer resorting strategies in denial hope, aligning with the effectiveness of awareness changes. The issue of climate change is immense. Through discussing topics relevant to learners, engaging learners in participating projects and reflections, and practicing coping strategies can promote constructive hope which is beneficial for taking climate actions.