促進國中生環境行動與群體效能之實驗研究

邱詩揚

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促進國中生環境行動與群體效能之實驗研究

The effect of an environmental education module to improve environmental action and collective efficacy among junior high school students

邱詩揚 , Ph.D　　Advisor：晏涵文　　

繁體中文

環境行動；群體效能；教學模組； environmental action ； collective efficacy ； teaching module

Abstract │ Times Cited (18) │ Altmetrics

Abstract 〈TOP〉

本研究的目的在發展「環境行動與群體效能教學模組」並比較「環境行動與群體效能教學模組」與「傳統教師中心環境教學」教學效果之差異，以及探討影響環境行動及群體效能的因素。「環境行動與群體效能教學模組」乃依據社會認知理論、群體效能概念及理論轉換模式，並掌握影響環境行為之重要變項，融合環境議題調查行動、行為改變策略及小組合作學習方法所發展的環境教育教學模組。
本研究採「不相等實驗組、控制組實驗設計」，立意選取宜蘭縣立羅東國中一年級中的六個班級（實驗組）及國華國中一年級的四個班級（對照組），共374位學生為研究對象。實驗組中有三個班級為實驗組A，接受「環境行動與群體效能教學模組」之教育介入，另外三個班級為實驗組B，接受「傳統教師中心環境教學」之教育介入。在教學介入前一週分別進行實驗組及控制組之前測，於教學介入結束後一週內分別進行實驗組及控制組之後測，以了解介入之立即效果；再於兩個月後進行後後測，以了解教學介入之延宕效果。本研究之評量包括形成評量、過程評量及成效評量，以問卷調查、訪談、觀察記錄收集量性及質性之評量資料。
研究之重要結論如下：
1、「環境行動與群體效能教學模組」可有效增進國中生的 「環境覺識」、「環境議題知識」、「增強管理技巧」、「自我效能」、「群體效能」、「小組合作經驗」、「個人環境行動」及「團體環境行動」；也可增進「家人的支持」及「同學、學長姊或朋友的支持」，並維持對行動預期結果的正向評價。
2、「傳統教師中心環境教學」只能增進國中學生的「環境議題知識」及維持對環境問題嚴重程度的看法，對環境行動及其他相關因素則未造成影響。
3、「環境行動與群體效能教學模組」在各變項的立即教學效果均優於「傳統教師中心環境教學」，且對「個人環境行動」與「團體環境行動」持續教學效果也優於「傳統教師中心環境教學」。
4、在教學介入後，影響個人環境行動的主要因素為「自我效能」、「增強管理技巧」、「環境覺識（關心程度）」，及「預期結果評價」；至於社會人口變項的性別與家庭社經地位，以及「環境議題知識」在本研究中均未對個人環境行動造成顯著影響。影響「團體環境行動」的主要因素為「個人環境行動」、「增強管理技巧」及「群體效能」。
5、影響「團體環境行動效能」的因素為「小組合作經驗」、「自我效能」、「增強管理技巧」及「社會支持」。
6、學生對「教學活動的整體感覺」、「教學活動與教學目標達成」、「教學活動的興趣與喜歡程度」、「小組互動情形」、「教學媒體」及「學生手冊」等方面，整體評價及滿意程度約在八成左右。
   由研究結果可知，本研究發展的「環境行動與群體效能教學模組」可有效增進學生的個人環境行動、團體環境行動及群體效能。以往的環境教育教學多著重在個人環境行為，然而許多的環境問題的解決，卻需結合群體的力量。未來進行環境教育教學時，也應將目標放在團體環境行動，透過團體合作過程來增進學生之群體效能，進而促進學生採取團體環境行動來解決環境問題。此外，本模組將教材及教學採大單元設計，能掌握「連續不斷、順序漸進、統整合一」的課程設計原則，也兼具多元能力指標及多元評量方法。建議今後「健康與體育」領域的課程設計，能善加運用「教學模組」的特色，展現更佳的教學成效。

Parallel Abstract 〈TOP〉

The purpose of this study was to develop an environmental education module for junior high school students titled Environmental Action and Collective Efficacy Module （EACEM）. In addition, this study compared the instructional effects of EACEM with traditional teacher-centered environmental teaching. The EACEM is based on social learning theory, conceptions of collective efficacy and Transtheoretical Model, and it also incorporates Hungerford’s Issue Investigation Skill, strategies of behavior change and methods of cooperative learning.
A nonequivalent experiment control group design was used with 10 intact classes from two junior high schools in Ilan county. Experimental group A received EACEM instruction and Experimental group B received traditional teacher-centered environmental teaching during the intervention period（three weeks）, while the control group received no treament during the same period. Formation evaluation, process evaluation and outcome evaluation were taken with questionnaire surveys, interviews and observations to collect quantitative and qualitative data. A closed-ended pretest-posttest questionnaire and another closed-ended follow-up test questionnaire were the instruments used to evaluate the outcome effects.
The results support the fact that EACEM instruction can produce a positive increase in students’ environmental awareness, knowledge about environmental issues, reinforcement and management skills, self-efficacy, collective efficacy, group cooperation, social support and environmental action, and maintain students’ positive outcome expectancy. A follow-up test provides support for the continuous educational effects on students’ individual and collective environmental actions. In addition, the effects of EACEM instruction proved to be better than traditional teacher-centered environmental teaching in all variables.

Times Cited (18) 〈TOP〉

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