探討高中生的問題解決能力與學習投入-以台北市立育成高中環境服務學習為例

環境教育以培育學生的問題解決能力和環境行動為首要目標，而「環境服務學習」是中等教育實施環境教育的機會，在環境服務學習中，「學生的問題解決能力是否提升」、「學習興趣如何」為本研究探討的問題，提供現場教師的參考。本研究設計環境服務學習課程，並於台北市立育成高中「賽維斯向前行」公園養護服務隊實施，進行個案研究。透過深度訪談、參與觀察與內容分析蒐集質性資料，探究八名參與課程的學生，在公園養護服務隊的學習歷程所展現的問題解決能力與學生學習投入的狀況。研究發現，環境服務學習過程，學生從界定問題、確定問題的過程，收集資料、發展行動策略、執行及評量過程中，發展出問題解決的能力。此問題解決能力包含多樣能力，在不同階段的問題解決歷程分別會使用不同的能力，其中包括觀察能力、察覺能力、洞察力、推理評估、想像力、表達能力、多元觀點、資源檢索能力、應變能力、合作能力及反思能力等。知識經驗是問題解決的基礎，問題解決的過程中，學生因遇到困難，察覺自身的不足，引發更多的學習，透過多元資料檢索的策略，收集資料，能力及知識經驗不斷地熟練及增加，促使學生未來可以以此次的經驗處理更複雜和困難的問題。學習情緒方面，學生因自主參與，一開始就高度學習動機。過程中學生的情緒因遇到困難或克服了困難而有高低的變化，課程後部分學生持續關注生活中的環境議題。

關鍵字

環境服務學習；問題解決能力；學習投入

並列摘要

Environmental service learning is the opportunity for the secondary educatiers to implement environmental education. Environmental education should cultivate citizen’s environmental action competence to solve environmental problems. This research explored the problem-solving skill and engagement of eight students who participated an environmental services. The study designed and implemented an environmental service learning program called “Service Go!” at Taipei Municipal Yucheng High School. In term of research method, the researcher adopted a case study approach. Through in-depth interviews, content analysis of students’ assignment and participatory observation, the researcher investigated and review their learning process, in order to infer the skill in problem-solving stage and learning engagement in environmental service learning. The study found that environmental service-learning process, the students defining the problem, identify problems, and to collect information, develop action strategies, implementation and assessment process, developed the ability to solve problems. This skills include a variety of ability at different stages of the course. The students used different abilities respectively, including the ability to observe, investige, get insight and provide reasons, imagination, expression, multi-view, resource retrieval skills, adaptability , ability to cooperate and ability to reflect. Knowledge and experience is the basis for problem solving, students who encounter difficulties, aware of their own deficiencies, lead to more learning. In the process, students applied multiple data collection strategies, the knowledge and experience of skill continuously increased, students can handle more complex and difficult problems. Emotional part in the learning, students had highly motivation due to voluntary participation. Students’ emotion in the process changes in high and low, because of facing barriers or overcoming the difficulties. Overall, students engaged the environmental service learning program more and more. Some sustained their motivation and concerned other environmental issues.