節能減碳教育方案融入國小二年級綜合活動領域之行動研究

An Action Research on Integrating Energy Saving and Carbon Deduction Education Curricum in Integrated Activities Learning Areas for the Second Grade Students

李淑娟(Shu-Chuan. Lee)

指導教授 ： 陳美如

國立清華大學/竹師教育學院/課程與教學碩士在職專班/碩士(2018年)

摘要

本研究旨在探討研究者將節能減碳教育方案融入國小二年級綜合活動領域之教學歷程，包括課程發展、遭遇問題與因應策略、學生在環境教育目標上的學習成效與研究者經由實際參與的專業成長。
本研究採行動研究法，以桃園市某國小二年級學生26人為研究對象，進行八週共二十四節課的節能減碳教育方案課程教學。研究者擔任教學設計者、教學者，在教學歷程中，藉由參與、訪談、錄影、文件蒐集、教學者觀察反思日誌、教學札記等方式蒐集資料，並進行分析與歸納。
依據研究目的與結果，研究者歸納出主要研究結論如下。
一、本研究將節能減碳教育方案融入綜合活動領域教學是可行的教學規劃方式，課程內容應配合社會關心之環境議題作為融入課程的教材。
二、課程實施要採多元教學策略，維持學生興趣與動機，課程內容強調生活化，增加節能減碳行動經驗，培養學生實踐與規劃能力，提高學習成效。
三、學生對於節能減碳該議題於「認知」、「情意」與「行為」等層面，均能有顯著且正向的提升，並將節能減碳具體實踐於生活中。
四、在研究歷程中，研究者教學設計能力、教學能力與教學信念上，也同時獲得專業成長。
最後根據本研究之結果顯示，在低年級以節能減碳教育方案融入領域課程教學，對建立節能減碳知識、態度與促進培養節能減碳行為有正面的成效，可作為低年級教師、教育行政單位及未來相關研究之參考。

關鍵字：節能減碳、綜合活動、環境教育、行動研究

關鍵字

節能減碳 ； 綜合活動 ； 環境教育 ； 行動研究

並列摘要

This study aims to explore the teaching experience of researchers who are integrating an energy conservation and carbon reduction curriculum into Integrative Activities Learning Areas for second-grade students. The study examines curriculum development, problems and coping strategies, students’ learning outcomes in environmental education goals, and researchers’ professional growth through participation.
This study adopted the action research method and 26 second-grade students from an elementary school in Taoyuan City were selected as participants; they attended a total of 24 classes on energy-saving and carbon-reduction over eight weeks. Researchers served as instruction designers and educators in the teaching process, and they collected information through participation, interviews, video recording, document collection, reflective journals on observation by instructors, and teaching notes, then subsequently analyzed and summarized such information.
Based on the research objectives and results, the researchers summarized the main research conclusions as follows:
1. This study incorporated an energy conservation and carbon reduction curriculum into Integrative Activities Learning Areas, which was found to be a feasible teaching plan. The content of the course should address broadly concerning environmental issues in the teaching materials for the integration of the curriculum.
2. The curriculum implementation adopts multiple teaching strategies to maintain students’ interest and motivation. The course content highlights life-oriented pedagogy, enhances energy-saving and carbon-reduction experiences, nurtures the practical and planning abilities of students, and improves learning outcomes.
3. Students’ understanding of energy conservation and carbon reduction issues can be significantly and positively improved in terms of knowledge, affection, and behavior. They will be able to put into practice the theoretical knowledge of energy conservation and carbon reduction.
4. During the course of the study, the researchers’ abilities in instruction design and teaching, as well as teaching beliefs, demonstrated professional growth.
Finally, according to the findings of this study, the integration of an energy-saving and carbon-reducing curriculum into the teaching of the area curriculum of the lower grades has positive effects on the establishment of energy-saving and carbon-reducing knowledge and attitudes, as well as the promotion of such behaviors. Such material can be used as a reference for lower-grade instructors, educational administrative units, and related research in the future.

Key words：energy conservation and carbon reduction、Integrative Activities Learning Areas、environmental education、action research

並列關鍵字

energy conservation and carbon reduction ； Integrative Activities Learning Areas ； environmental education ； action research

參考文獻

https://www.tandfonline.com/doi/abs/10.1080/00958964.1989.9942782

壹、中文部分

毛榆涵(2010)。花蓮地區國小學童全球暖化及節能減碳教學之研究。國立東華大學，科學教育研究所碩士論文，未出版，花蓮縣。

王千瑜(2012)。台南市國小學童節能減碳素養分析。國立臺南大學生態科學與技術學系環境生態碩士論文，未出版，臺南市。

王如哲、黃月純(2011)。節能減碳教育---國際觀點與案例。臺北市：高等教育文化事業有限公司。