探索國小學生環境活動經驗、環境感受和環境覺知發展過程之技能－以台北縣市高年級為例

Exploration on elementary students’ experiences of environmental activities, environmental feelings, and skills of developmental processes of environmental awareness---take senior graders in Taipei County and Taipei City for example.

施佑霖(Yu-Lin Shih)

指導教授 ： 張子超

國立臺灣師範大學/理學院/環境教育研究所/碩士(2003年)

摘要

本研究在探討台北縣市國小學童的「環境活動經驗」、「環境感受」與「環境覺知發展過程之技能」，以及這三者間的相關性；並探討性別、年級和縣市別，與這三者間之關係。採自編之問卷為研究工具。母群體為台北縣市國小學童。以非隨機配額抽樣方式，分別自台北縣市共抽取五所國小，共340位學生做為研究樣本，有效問卷為322份。調查所得資料採用統計軟體SPSS11.0進行分析，主要分析工具有次數分配、百分比、平均數、標準差、皮爾森積差相關及t考驗（獨立樣本）等方法。
本研究主要結果如下：
一、在「環境活動經驗」得分上，僅不同縣市別達顯著差異。而學生對收看或收聽環境保護與生態保育的相關節目的平均數百分比為57.0%，而藉由參加戶外體驗活動或是生態旅遊的比例，佔56.0%，尚稱良好；另外，在「曾參加過環境保護與生態保育為訴求的遊行或其他活動」一題平均數為(M=1.88，平均數百分比37.6％)；顯示國小高年級學生，缺乏直接參與環境保護與生態保育為訴求的遊行或其他活動的經驗。
二、在「環境感受」得分上，不同性別、年級別和縣市別學生間達顯著差異。學生對於環境感受可謂理想，平均數百分比為77.5％；且對「覺知自己的生活方式對環境的影響」和「覺知環境與個人身心健康的關係」平均數百分比分別高達86.0％和83.8％之多。
三、在「環境覺知發展過程之技能」得分上，不同年級別和縣市別學生間達顯著差異，但性別則無顯著差異。技能平均數百分比為68.1％；而其中以空間一項技能最高，達75.6％；而推論則最不理想，僅55.6％。
四、學童環境活動經驗、環境感受以及環境覺知發展過程之技能這三者之間互為顯著正相關。
最後根據本研究所獲結果提出建議，以供國小環境覺知教育及未來研究之參考。

關鍵字

環境教育 ； 環境覺知 ； 環境覺知發展過程之技能 ； 環境感受 ； 環境活動經驗

並列摘要

This research discusses the experiences of environmental activities, environmental feelings, skills of developmental processes of environmental awareness of elementary students in Taipei County and Taipei City and the interrelations among the three aspects. A closer inspection will be put on the relationship of the three aspects with factors such as gender, grade, amd residential area (Taipei County or Taipei City). A self-designed questionnaire is adopted as the tool of the research. The population is elementary students from Taipei County and Taipei City. 340 students were chosen from five elementary schools through Nonrandom Quota Sampling. Valid questionnaires amount to 322. The data obtained were analyzed by statistic software SPSS11.0. Analyzing methods include frequency distribution, percentage, mean, standard deviation, Pearson’s product-moment correlation, and T-test (independent sample).
The findings of this research are as follows:
1. On the score of “the experiences of environmental activities”, there were significant differences only in residential area. The percentage students watch or listen to programs related to environmental protection and ecological conservation is 57.0 % while that of participating in outdoor activities or eco-tours is 56.0 %, an acceptable outcome. In addition, the mean of “having joined in any parade or activity of environmental protection and ecological conservation” is 1.88 (the percentage is 37.6%). This indicates that senior students in elementary schools lack the experience of personal involvement in parades or activities of environmental protection and ecological conservation.
2. On the score of “environmental feelings”, there were significant differences in gender, grade, and residential area. Students’ environmental feelings can be counted as fairly good, reaching 77.5 %. Moreover, “the awareness of the influence of one’s lifestyle on the environment” and “the awareness of the relationship between the environment and personal health” rise to 86.0 % and 83.8 % respectively.
3. On the score of “skills of developmental processes of environmental awareness”, there were significant differences in grade, and residential area, but no significant differences in gender. The average percentage of skills is 68.1 %, among which “space skill” is the highest, 75.6 %, while “inference skill” is the worst, only 55.6 %.
4. Schoolchildren’s experiences of environmental activities, environmental feelings, skills of developmental processes of environmental awareness revealed significant positive correlation.
Finally, suggestions are offered based on these findings for future research on the education of environmental awareness in elementary schools.

並列關鍵字

environmental education ； environmental awareness ； skills of developmental processes of environmental awareness ； environmental feelings ； experiences of environmental activities

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