本研究參考汪靜明(1995a)所研發之河川環境教育內涵概念分析及其階層架構研究方法,針對台灣環境中野生物類群,以鳥類生態為主題,經由(1)相關文獻蒐集與探討、(2)概念階層架構草圖建立、(3)概念評等與階層架構草圖修訂及(4)概念階層架構訂定等階段,進行鳥類生態教育內涵概念階層之建構。 本研究藉由概念涵括分析與概念階層分析等階段,初步建立「台灣鳥類生態教育內涵概念階層架構」草圖;並藉由架構草圖,經三階段參與者(N=53,台灣師大環教所研究生14人、教師及鳥會成員26人、專家學者13人)進行概念評等與修訂,歸納出台灣鳥類生態教育內容中,所應涵括的重要生態概念,並建立台灣鳥類生態教育內涵概念階層架構。 本研究建立之台灣鳥類生態教育內涵概念階層架構,其內容分為【鳥類生態】與【生態保育】兩大主領域概念、8個次領域、21個主概念及101個內涵相關概念;其內容為:(Ⅰ)鳥類生態-個體生態(涵括3個主概念,以下省略主概念)、族群生態(3個)、群集生態(3個)、棲地生態(3個);(Ⅱ)生態保育-生態文化(2個)、鳥類生存危機(2個)、生物多樣性保育(3個)、保育教育(3個)。 本研究發展建立的概念階層架構,可作為後續相關主題概念綱領發展、生態教育課程設計之概念依據及基礎及相關活動規劃推廣之參考。
This study was referred to the research method of conceptual hierarchy in Rivers Environmental Education, proposed by Dr. Ching-ming Wang (1995a). The purpose of the present study was to analyze the major underlying concepts in Taiwan avian ecological education. Trough(1)avian ecology reference collect and analysis,(2)constructing conceptual hierarchy draft,(3)evaluate and modified the conceptual hierarchy draft, and (4)constructing conceptual hierarchy structure to construct its conceptual hierarchy. Through concept coverage and hierarchy analyses, the major underlying concepts in Taiwan Avian Ecological Education were analyzed. In the following;(Ⅰ)Avian ecology--individual ecology、population ecology、community ecology、habitat ecology;(Ⅱ)avian conservation--ecological culture、avian ecological crisis biodiversity conservation、conservation education. There are 21 key concepts (12 avian ecology concepts and 9 ecological conservation for birds concepts) selected and conclusively constructed in the 2 domains and 8 subdomains of the hierarchy. This paper conclusively suggested that future the conceptual framework of Taiwan avian ecological education could be designed for the course relative to ecological education, based on the results of the study.