關渡自然中心環境教育方案評估之研究 ：以國小五年級學童為例

Evaluation of Guandu Nature Center’s Environmental Education Program: A Study of Fifth Grade Students of an Elementary School

潘淑蘭(Su-Lan Pan)

指導教授 ： 周儒

國立臺灣師範大學/理學院/環境教育研究所/博士(2013年)

摘要

本研究由國立臺灣師範大學環境教育所研究團隊、關渡自然中心與臺北市關渡國小，以行動研究方法共同發展一套具有關渡在地特色的持續型環境教育方案，並評估國小五級學生參與後之成效。由成立行動研究小組開始經兩階段的現況分析、發展、執行與評估，歷時近二年，使此環境教育方案能解決教學現場的問題，並滿足自然中心與學校的需求。

本研究收集方案發展與執行、課後討論的會議記錄及相關人員的訪談資料、省思札記，以記錄持續型環境教育方案的發展歷程，並以邏輯模式(Logic Model)進行方案的發展、執行與評估。以關渡國小五年級學生為研究對象。為瞭解學生的學習成效，採準實驗研究法。以不等的前測－後測控制／比較組設計，有實驗組與控制組。量化資料以問卷調查學生參與前、參與後及方案結束後四個月的成效。質化資料收集針對學生的訪談、觀察資料及學習檔案，也收集相關人員的訪談資料與省思札記，多面向地瞭解學生的改變與學習的成效。

結果部分，量化資料呈現學生在「關渡地區環境與文化知識」、「技能」上有立即且持續的成效；在「環境態度」方面有持續的成效，而「環境責任感」與「制控觀」方面有立即的成效，卻沒有持續的成效。質化資料顯示學生在「關渡地區環境與文化知識」、「技能」與「環境態度」上有明顯的進步。不僅如此，學生在「學習動機」、「願意接近大自然」、「社會互動」與「自我挑戰與實現」方面有明顯的改變。相關人員在課程發展與合作的專業能力上有明顯的提升。本研究依以上的結果，對自然中心、學校單位、政府單位及未來研究提出相關的建議。

關鍵字

環境教育方案 ； 自然中心 ； 評估 ； 行動研究 ； 邏輯模式

並列摘要

The goal is to develop an environmental education program conducted through collaboration of the research group from the Graduate Institute of Environmental Education at National Taiwan Normal University, the Guandu Nature Center, and the Guandu Elementary School. This is based on the action research method and to evaluate the effects on learning of fifth grade students who participated in the program. After two years of two-stage actuality analysis, planning, implementation and evaluation, the environmental education program carried out by the action research group conformed to demands of both the Guandu Nature Center and the Guandu Elementary School by settling up the issues in teaching scenes.

We collected meeting minutes of development and implementation from the program and after-class discussion as well as interview materials or reflective notes of action research team, recorded the courses of the environmental education program, and relied on Logic Model to develop, implement and evaluate this program. To realize the students’ learning outcomes, we took the quasi-experimental research method and chose fifth graders of the Guandu Elementary School as our research subjects. The research contained an experimental group and a control group which were developed a nonequivalent pretest-posttest control/comparison group design. The questionnaire data was intended for investigating the learning effects of students before, just after, and four months after the program. The qualitative data consisted of various materials such as interviews, observation, and portfolio for pupils’ learning as well as interview materials and reflective notes of action research team, all of which contributed to comprehensively realizing any change or effectiveness on the learning of students.

The findings showed that (1) quantitative data presented immediate and persistent effects on pupils’ learning concerning their “local environmental and cultural knowledge” and “skill”, persistent effects on “environmental attitude”, and immediate and non-persistent effects on “environmental responsibility” and “locus of control” and (2) qualitative data presented (a) pupils’ significant progress in “local environmental and cultural knowledge”, “skill” and “environmental attitude” and obvious change in “learning motive”, “connection to nature”, “social interaction” and “self-challenge and self-actualization” and (b) action research members’ significantly improved capacity for curriculum development and cooperation. Depended on the aforementioned conclusions, we offered some recommendations to nature centers, to schools and to government as well as provided some suggestions for future research.

並列關鍵字

environmental education program ； nature center ； evaluation ； action research ； Logic Model

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