本研究之目的除了調查不同性別及家庭社經地位的國小五年級學童其環境知識、環境態度與環境行為表現是否有所差異,更想要探討環境議題課程,是否對學生的環境知識、環境態度與環境行為的表現造成顯著影響;另外,也要了解學生的環境知識、環境態度與環境行為的表現有何相關性。本研究採用調查研究及準實驗研究法,以臺南縣柳營國小五年級二個班級為研究樣本進行實驗,一班30名學童為實驗組,而另一班30名學童為控制組。資料分析以單因子變異數分析來探究不同背景變項的學童在三方面的表現是否有所不同、以單因子共變數分析來考驗環境議題課程是否讓實驗組學童表現顯著提升、並用person積差相關來探究環境知識、環境態度與環境行為三者間的相關性。 研究發現:(1)不同性別及家庭社經地位的國小五年級學童在整體環境知識、環境態度與環境行為的表現沒有顯著差異。(2)施以環境議題課程後,實驗組學童在整體環境知識及環境態度的表現顯著提升,但在環境行為方面則沒有顯著差異。(3)學童在環境知識及環境態度的表現呈現高度相關。研究者依據研究結果,對環境議題教學以及未來之相關研究提出建議。
The purposes of this study were to investigate the elementary school pupils’ environmental knowledge, attitude and behavior, and to discuss the influence of the program of environmental issues on elementary school pupils’ environmental knowledge , attitude and behavior. The study includes 2 classes of 5th graders from LuYing elementary school in Tainan County. Following survey research and quasi-experimental rubrics, one class (30 students) is assigned to experimental group, the other class (30 students) is assigned to control group . And then statistically analyzed the data. The results indicate that: (1) Two demographic factors such as gender, family socioeconomic status didn’t effect the performance of the environmental knowledge, attitude and behavior. (2) After the teaching of the environmental issues program, there were significant differences on experimental group students' environmental knowledge and attitude . (3) There was positive correlation between the pupil’s environmental knowledge and attitude. This study makes suggestions for environmental education curriculum and the relevant studies in the future.