環境教育融入國民小學自然與生活科技教科書之分析

An Analysis of the Integration of Environmental Education into the Science and Technology Textbook in Elementary School

林雅平(Ya-Ping Lin)

指導教授 ： 黃寶園

中臺科技大學/護理學院/文教事業經營研究所/碩士(2012年)

摘要

本研究的目的在於透過內容分析法，分析牛頓、南一、康軒及翰林四個版本各一至八冊國小自然與生活科技教科書中，有關環境教育內容的分佈情形與所占篇幅多寡；並進一步探討地球科學、生物與環境、公害防治及資源保育等環境教育議題的分佈情形；隨後藉由分析教科書內容的呈現方式，了解各版本教科書的內容編排及教學設計的適切性；再探討教科書中習作的題型，以了解環境教育的評量方式。
為達研究目的，本研究設計環境教育各內涵登錄表並登錄各版本教科書之各項資料後，以次數百分比瞭解各研究問題的現況，再以卡方考驗比較各版本教科書於環境教育上之差異情形。研究發現：
一、在環境教育內容分佈情形方面：環境教育主題融入單元及篇幅以翰林、康軒版最多，南一版第三，牛頓版最少，不過各版本環境教育內容占各版本教科書總頁數的比率均超過50％，顯示環境教育融入情形良好。但各版本環境教育內涵分佈不均，內容多寡依次為生物與環境、地球科學、資源保育、公害防治，而此分佈狀況在各版本的內容選擇上亦稍有不同。
二、環境教育內容呈現方式方面：各版本環境教育內容課文組成方式有顯著差異，提問方式最多，敘述方式其次，接著是操作方式，最少的是討論方式；各版本於操作活動次數亦有顯著差異，以牛頓版最多，翰林版最少，且各版本皆以「基本過程」的能力培養為多數；各版本於圖形呈現以康軒版最多，牛頓版最少，亦達到顯著差異，且各版本照片呈現明顯多於圖片。
三、環境教育內容評量方式方面：各版本內皆以選擇題最多，是非題最少；各版本間選擇題以康軒版最多，翰林版最少；填充題以康軒版最多，南一版最少；問答題以南一版最多，翰林版最少；其它題型以牛頓版最多，翰林版最少，均達到顯著差異。
經由本研究分析所得，將可做為國民小學自然與生活科技教科書出版者編輯及教師選用教科書時的重要參考之一。

關鍵字

環境教育 ； 自然與生活科技 ； 教科書 ； 內容分析

並列摘要

The purpose of this study was to analyze the distribution and amount of environmental issues in science and technology textbooks in elementary schools, ranging from Book 1 to Book 8 of the four versions, Niutun, Nanyi, K’anghsuan and Hanlin. Furthermore, this study explored the coverage of such issues as earth science, biology and environment, public hazards prohibition and resources conservation. By analyzing the presentation of these issues in textbooks and in students’ workbooks, this study revealed not only the propriety of the coverage and design of these issues, but also the approaches of assessment related to environmental education.
To achieve this purpose, this study designed a content list for the environmental issues in each textbook. After filling in it the relevant data, this study tried to first grasp the current situation of the targeted issues by their occurrence percentage, and then compare the differences between textbooks by chi-square test. The result comes out as follows:

I. The Distribution of Environmental Issues:
In integrating environmental education into textbooks, K’anghsuan and Hanlin covered the most issues, with Nanyi ranking the third and Niutun the fourth. Despite the difference, these issues all had more than 50 percent coverage in each textbook, indicating that they got a lot of emphasis. Yet, the contents of these issues were distributed unequally, with the issue of biology and environment getting the most coverage, followed by earth science, resources conservation and public hazards prohibition. Besides the different coverage of each issue, the four textbooks were also slightly different in the choice of teaching materials for these issues.

II. The Way of Presentation for Environmental Education:
There were marked differences in the textbooks about the ways to present these environmental issues. The most frequent way was asking questions, followed by narration and activity, with discussion the least touched. There were also remarkable differences in the part of activity in each textbook. For example, Niutun has the most activity parts, while Hanlin has the least. All the four versions emphasized the cultivation of students’ ability of “basic process.” The layout of pictures in each textbook was also greatly different. K’anghsuan outnumbered the others in the amount of pictures, while Niutun had the least pictures inside. There were a lot more photos than pictures in each textbook .

III. The Way of Evaluation in Environmental Education:
Choice occurred most frequently in each workbook, true or false least frequently. K’anghsuan ranked first in the number of choice questions and blank-filling questions, while Hanlin had the least number of choice questions and Nanyi the least blank-filling questions. Answering Questions appears most often in Nanyi, least in Hanlin. Other question types occur most often in Niutun, least in Hanlin. Overall, the question types vary greatly in each workbook.
This study is significant. It serves as guidance not only to the editors of science and technology textbooks but also to the elementary school teachers who want to choose the most appropriate textbook for their students.

並列關鍵字

environmental education ； textbook ； science and technology ； content analysis

參考文獻

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