自然科學博物館高中生環境議題探究與實作學習方案發展之研究

Inquiry and Practice Learning on Environmental Issues for High School Students: A Case Study of the National Museum of Natural Science

吳景達(Wu Ching-Ta)

指導教授 ： 方偉達

國立臺灣師範大學/理學院/環境教育研究所/博士(2022年)

https://doi.org/10.6345/NTNU202205643

摘要

本研究係探討在 12 年國教 108 課程綱要開始實施之後，國立自然科學博物館基於教育部重點發展館所之任務，遂以國內高中生為教學對象，發展以環境議題為主題，進行探究與實作的學習方案之理論和實務研究。研究以國立自然科學博物館本館為場域，選擇全球氣候變遷為環境議題教學主題，採取專題導向教學，引領高中學生，透過二階段引導式探究與實作學習歷程，進行議題的理解，並且產生解決議題的行動。研究對象是組隊報名參加「溫室氣體與溫室效應探究與實作」競賽的高中、高職學生，共計有 52 組 131 位學生。為瞭解教學方案的學習成效，本研究以測驗式問卷蒐集參與學生在全球氣候變遷認知的學習成效，從學生在參加研習前的平均得分為 8.14 分，研習後平均得分為 10.11 分，延宕後測平均得分為 10.39 分，可以發現教學方案所提供的全球氣候變遷課程不僅有助於增加學生的認知，亦具有持續性的學習效果。完成探究與實作學歷程的學生共計有16 組 44 位學生，藉由評比學生在參加前發表的探究規畫，和完成後發表的成果報告，發現在學習歷程前後學生在「科學探索」與「結論獨特性」二項有顯著差異，可見教學方案有助於增進學生對探究與實作的學習。另從半結構性訪談發現，有許多組的學生中斷學習歷程是在「發現問題」與「規劃研究」階段，最希望得到的協助是輔導和研究資源的提供，因此研究者發現除了需更進一步的加強探究與實作前的引導培力課程，更建議科博館可以主動將學習方案和學校的多元選修課程、科學性社團活動結合，提供學生更多參與、以及輔導的機會；並結合社會資源，打造媒介和提供學習資源的平台，以協助更多的學生進行探究與實作的學習。

關鍵字

環境議題 ； 專題導向教學 ； 二階段引導式探究與實作

並列摘要

This research was to explore the museum's development of a learning program based on environmental issues for inquiry and implementation with high school students as teaching objects. The research has been devoted at the National Museum of Natural Science (NMNS) as one of the study fields, selecting global climate change as one of the teaching themes on environmental issues, of which adopts project-oriented teaching to lead high school students to understand the issues and generate actions to solve them through a two-stage inquiry and implementation process. The research objects were categorized all high school and vocational students who signed up in teams to participate in the "Greenhouse Gas and Greenhouse Effect Exploration as well as their Implementation" competition, with a total of 52 groups of 131 students. In order to understand the learning effect of all teaching plans, this study has been used questionnaires to collect the scores of environmental literacy related to global climate change upon their participating under their instructor-teachings before and after learning processes. With an average score of 8.14, 10.11, and 10.39 points, it can be found that the global climate change course provided by the teaching program not only helped to increase students' awareness, but also led a sustainable learning effect. There were 16 groups of 44 students who completed the course of inquiry and practice. By comparing the inquiry plans published by the students before participating and, the results reports published after the completion, it was found that before and after the learning process, the scores of all students were represented as the “Scientific Exploration” and "uniqueness of conclusion", which were significantly different. It can be seen that the teaching plan is helpful to enhance students' learning of inquiry and practice. In addition, from the semi-structured interviews, it was found that many groups of students interrupted the learning process in the stages of "discovering problems" and "planning research". To further strengthen the guidance and training courses before the inquiry and practice, it is recommended that the NMNS can actively combine the learning plan with the school's multiple elective courses and scientific community activities, so as to provide students with more opportunities for participation and guidance. This will be combined social resources to create media and provide a platform for learning resources to assist more students in inquiry and practical learning.

並列關鍵字

environmental issues ； project-based learning ； inquiry and practice

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