新北市鹿角溪濕地小小水環境巡守隊:學生學習動機與學習經驗之研究

動機在教育心理學中是許多學者討論的議題，然而在過去環境教育研究中較少被提及，因此，為探討動機、學習經驗與從事友善環境行為的關聯，本研究透過紮根理論的質性方法，透過訪談、學生參與後心得、文件檔案分析及研究者之田野筆記，探究參與半年以上鹿角溪濕地小小水環境巡守隊學生的學習動機與學習經驗，以及實地參與的學習經驗，轉化成重要生命經驗的歷程。本研究發現動機在引發、維持與預測未來行動種扮演重要關鍵。動機能夠觸發負責任的態度，從訪談資料中發現，大多數的巡守隊員，不是一開始即具備內在動機，而是經由多樣化的學習經驗，以及支持網絡的建立，產生對團隊與鹿角溪濕地的歸屬感，這樣共同深刻的重要生命經驗能讓學生們而從缺乏動機或外在動機，轉化成自願持續參與的內在動機。研究發現不僅是童年的愉快經驗能引發內在動機，經學習而在過程中感受到的重要生命經驗，也能形成內在動機，其中動機持續的關鍵，是情感與價值的觸發，本研究希望以環境心理學的角度理解學生之學習動機與學習經驗，提供推動環境教育實作課程的教師之參考，引領更多的老師、家長、學生們一起投入負責任的環境行動行列。

關鍵字

學習動機；學習經驗；重要生命經驗；負責任的環境行動

並列摘要

Motivation is a widely debated topic in the Educational Psychology field. Nonetheless, it is rarely discussed in relation to promoting environmental education. To investigate the relationship between motivation, learning experience and responsible environmental behavior, the paper bases its research site on Lujiao Creek and focuses on the environmental preservation action done by the teachers and the students from the nearby elementary school. The researcher adopts qualitative method to analyze the students’ learning motivation and experience and how the students’ experience in Lujiao Creek constructed wetland is transfered into their significant life experiences. The results show that motivation takes a central role in initiating, maintaining and predicting future eco-friendly behaviors. Most students involved in the environmental preservation activities weren’t equipped with intrinsic motivation at first. However, they grew a sense of belonging to Lujiao Creek team throughout the activities which, in turn, boosts their intrinsic motivation to participate in the future preservation events. The paper hopes to provide insights for future experiential curriculum and have more teachers, parents, and students participate in responsible environmental behavior.