金門螢火蟲保育教育推廣之學習成效評估

Evaluation of Learning Outcomes on Fireflies Conservation Education Curriculum in Kinmen

魏承德(Cheng-Te Wei)

指導教授 ： 袁孝維

共同指導教授 ： 劉奇璋

國立臺灣大學/生物資源暨農學院/森林環境暨資源學研究所/碩士(2019年)

https://doi.org/10.6342/NTU201901754

摘要

在臺灣，教育部將「環境」列為19項須融入中等學校學科的議題之一。然而在校園中，環境教育課程仍常以短期講座的形式舉辦。這樣的推廣形式是否對於學生提升環境素養有足夠的成效？本研究設計國中2堂課的環境教育教案後，至金門縣立5所國民中學部分班級推廣螢火蟲保育教育，並以問卷的方式，於課程前、課程後當下、課程結束半年後量化學生在環境教育各目標的表現，以分析短期、長期的學習成效。研究結果顯示學生經過2堂課的螢火蟲保育教育課程後，在環境覺知與敏感度、環境概念知識、環境態度與價值觀、環境行動技能4個向度上，成長達顯著。然而；經過約4個月，再進行延宕測，並將延宕測與前測分數比較後，僅有環境概念知識仍顯著高於前測分數，其餘環境素養向度均與前測間無顯著差異。換句話說，本研究所設計的教案確實讓學生經過課程後增強環境素養，但半年後其學習成效已經衰退。總言之，目前校園內講座、短期的環境教育課程形式，若缺乏持續的刺激且沒有直接與環境互動的經驗，長期下來將無法滿足環境教育最終目標—促成行為改變。隨著108課綱即將上路，教師可以設計更完整的課程，並給予多元的課程活動，以增強課程的長期效益。

關鍵字

環境教育法 ； 短期課程 ； 課程設計 ； 保育教育 ； 學習成效評估

並列摘要

Ministry of Education in Taiwan has indicated that “environment” is one of the 19 important issues which must fuse with main subjects in secondary education. However, in most schools, environmental education curricula have been held in the form of one-shot speech or lectures. Would this form of environmental education curricula be an efficient way to help students improve their environmental literacy in 5 vectors including environmental awareness, knowledge, attitudes, action skills and action intentions? In this study, a 90-minute curriculum was designed and implemented in 5 junior high schools in Kinmen to promote the conservation of fireflies. Each student was given a pretest, a posttest and a follow-up test. Then, the short-term and long-term learning outcomes were analyzed to tell the progress after the curriculum. The results indicated that students’ environmental literacy improved significantly in environmental awareness, knowledge, attitudes and action skills. However, these learning outcomes faded away after 4 months and only environmental knowledge in follow-up test were higher than that in pretest significantly. Other vectors showed no difference between pretest and follow-up test. In brief, through this study, we conclude that if the students do not have continuous stimulus and direct interaction with the environment in environmental education curriculum, one-shot speech or lectures will not reach the ultimate goal, changing behaviors of human beings, of environmental education. As the Directions Governing for the 12-year Basic Education Curricula will be implemented in 2019, in-service teachers can design more systematic curricula with more diverse activities to reinforce the learning outcomes and insure the retention effects.

並列關鍵字

The Environmental Education Act ； Short-term curriculum ； Curriculum design ； Conservation education ； Evaluation of learning outcomes

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