- 學位論文
融入河川巡守隊於大學通識教育環境課程策略之效益初探
The Effectiveness on Environmental Education Through Governmental River Watch Program Merging in College General Education.
摘要
環境教育目的在改變行為，學習過程中提升學生對周圍環境問題的感知與養成解決問題的行動技巧是課程設計的重要元素。本研究記錄2011-2012年間三學期的河川巡守隊融入通識環境教育課程，讓學生親身接觸水環境，訓練學生成為河川巡守志工，並讓學生在課程期間參與各項河川守護行動，融入政府整治河川的民眾參與策略工作中。在課程設計上採用行動式學習及問題解決導向學習的教學策略。 為評估教學策略的有效性，本研究蒐集課程執行過程的學生期末心智圖、分組繪本、家鄉河川踏查記錄、課後質性訪談、環保署民眾參與網站Ecolife的學生行動紀錄等課程資料，再將蒐集到的資料經資料編碼、整理逐字稿、建立概念分類表後，以數據統計、理解及質性詮釋、解釋與歸納等資料分析，以瞭解該課程的課程設計是否達到提升環境問題感知及養成行動技巧的教學目標。 研究結果顯示本研究課程的設計符合環境教育目標，課程融合民眾參與的環境教育內涵，有助於環境問題的感知以及行動技巧的養成。心智圖呈現學生對於環境問題的感知以及問題的解決方式；家鄉河川呈現學生回到故鄉，能獨立發現河川問題並找出解決方案；分組繪本詳細紀錄各組邀請講者的分享、分工討論、海報製作等，佐證學生積極參與課程活動。質性訪談顯示課程設計能讓修課學生藉由參與水環境守護活動，看到環境改善的成果，有助於鼓勵學生行為的改變。Ecolife的績效統計顯示，課程期間河川守護次數明顯增加，顯示課程有效激發學生的河川守護活動。 本研究可結論，融合公部門環境志工架構於通識環境課程可達以下效益：(1)體驗式的課程設計讓學生能近距離接觸學習，瞭解環境現況；(2)課程設計能擴大環境守護範圍，杜絕環境污染；(3)開設在通識課程中能帶來多元的河川巡守隊隊員；(4)體驗式課程提高學生學習誘因，仍有助於傳遞環保學理知識；(5)課程設計達到原設定的環境教育目的。另本研究也針對教育面與政策面提出建議，以作為日後推動實作型環境教育課程的參考。
並列摘要
As the objective of environmental education is to change learner’s behavior, enhancing environmental sensitivity and developing environmental action skill are essential elements needed to be included in the course design. This study analyzed three environmental education courses in college general education program, which were merged with governmental river watch activities, between 2011 and 2012. The courses exposed students to the river environment, trained them to be a river watch volunteer, and let them practice river protection activities, as part of the government river cleanup measure, during the classes. This teaching strategy followed the pedagogy of action learning and problem-based learning. This study collected and analyzed course materials, including mind maps, group picture books, hometown river exploration reports, after-semester qualitative interviews, and the records in Ecolife, a web-based tracking system for voluntary environmental actions established by Taiwan Environmental Protection Administration, to assess the effectiveness of the education strategy. After data encoding, word-by-word texting, and classification by concepts, the data were statistically analyzed, interpreted, and concluded to judge whether the course design can achieve the education objective of enhancing environmental sensitivity and developing environmental action skill. The results demonstrated that the courses being studied had met the educational objectives by successfully incorporating public participation program in the course design. Mind maps showed that the students gained knowledge of solutions to the environmental problems they perceived. Hometown river exploration reports revealed that the students had ability to explore and resolve environmental problems of the river they concerned independently. The contents of group picture books, with detailed records on guest lecture, speaker invitation, group cooperation, showed that students actively involved in the classes. After-semester qualitative interviews indicated that merging in government river watch activity in the courses had motivated students by the reward of environmental improvement for their contribution on their own environmental actions. The voluntary activity records in Ecolife were significantly higher during course periods, demonstrating the courses had stimulated river protection activities of college volunteers. In conclusion, the teaching strategy of margining the course with governmental river watch program has the following advantages: (1) action learning enables students experiencing the environmental problems and governmental system to resolve them, (2) bringing in class student has effectively increased the number of river watch volunteers, (3) course in the general education program brings in diverse students volunteers with different professional trainings, (4) the action learning effectively delivers environmental knowledge by increasing learning incentive, (5) the course design has met the educational objectives set before the classes. In the end, the thesis also provided some suggestions for the future course design.