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題名 | 國民小學學生環境責任概念之研究=A Research on the Environmental Responsibility Concepts for Elementary School Students |
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作 者 | 郭金水; | 書刊名 | 臺北師院學報 |
卷期 | 11 1998.06[民87.06] |
頁次 | 頁251-283+285-286 |
分類號 | 528.33 |
關鍵詞 | 環境教育; 環境責任概念; 環境態度量表; Environmental education; Environmental responsibility concepts; Environmental attitude scales; |
語文 | 中文(Chinese) |
中文摘要 | 本研究係繼前期從應然面的理論與國小教師主場建構環境責任概念體系的後續 研究,其目的在於擬定一種環境態度量表,從實然面瞭解環境責任概念在各年段國 小學童認知發展與態度上的適切性,以作為環境教育課程發展與教學活動的基礎。 本研究先從態度量表編製架構與型態的探討提出一種修正式Likert態度量表 並經擬題、專家學者審查及國小學生預測確定測驗信度後,完成問卷。最後,依分 層抽樣法,從臺灣者、台北市、高雄市、金門馬祖地區隨機抽出37、2、2、2所國小, 每校依低中高年級各取一班約20-30名學生填答問卷,計有效樣本3867份進行統計分 析。 就分析結果顯示:國小學生對於環境責任概念(計22要素層級概念)的態度度 量在垂直層級與水平層級概念間呈現前者低至中度相關,後者低度相關的差異性; 其中有17個概念呈現壓倒性多數的正向態度。此意味著垂直與水平層級概念內涵的 複雜程度,以及學童發展階段與智育成績、學校城鄉區住、家長職業等基本屬性的 差異。 整體而言,高、中年級較低年級、智育成績高等第較低等第、學校位於省縣轄 市較鄉鎮、家長職業為公教自由業較其他行業之國小學生有顯著差異的正向態度。 但少數概念為低年級較中高年級、智育成績低等第較高等第之國小學生呈顯著差異 的正向態度,此可能受國小學童認知與態度發展階段與環境教育相關學習經驗負面 的影響。 另對國小教師問卷調查顯示環境責任概念在國小課程的適用性良好,尤以社 會、自然、生活倫理與健康教育(道德與健康)等科目最為適合。並根據平均正向 態度66%的概念水準界值,得出6、7、9個適合低中高年級實施的環境責任概念。 |
英文摘要 | This research is a follow-up study, that continues the environmental responsibility concepts system built up from the theory of last phase "what would be of " and the position of teachers of elementary school. Its purpose is to draw an Environmental Attitude Scales, and to understand from "what might be " the appropriateness in the development and attitude of school children's awareness of the environmental responsibility concept. making it the basis of curriculum development and teaching activities of environmnental education. This research studied from the compiling structure and pattern of environmental attitude scale, and drew up a modified Linkert Attitude Scales, drafted questionnaire, reviewed and evaluated by experts and scholars, confirmed the credibility of test by pre-test of school hbildren and completed questionnaires. Finally,baseed on Multistage stratified sampling, we randomlly drew 37, 2,2,2, elementary schools from Taiwan Prvince, Taipei City, Kaohsiung City and Kimen/Matsu respectively. 20-30 pupils of one senior, one middle and one junior class of each school were required to answer the questionnaires. A statistical analysis was made with 3867 effective samples. Based on the result of analysis, toward the environmental responsibility concepts 22 concepts of element level in total elementary school children in attitude scale, had the difference between vertical and horizontal stratified concepts, with the former having low or medium correlation, and the latter with low correlation; and among them, 17 of the concepts showed an overwhelming positive attitude, and only 4 concepts gave relatively low positive attitude. This means the complicated level o vertical and horizontal stratified concept significance, and the difference in the basic characters of school children, such as development stage, intellectual achievement (IA), urban/rural position of the school and the parents occupations. As shown by the result of one-way ANOVA, overall, pupils of senior and medium over junior class, high IA of low IA, school situated at previncial /magistrate city over town and vountry, parents occupations of public servants/professional over other trades had significant hig positive attitude. However, a small number of concepts are having significant differences in positive attitude in junior rather than senior/medium classes, low IA rather than high IA. This could be the negaative influence of social cognitive attitude and learning experience of environmental education of elementary school. The other effective questionnaires investigation of elementary school teachers showed the environmental responsibility concepy has excellent applicability in elementary school curriculum, specially in the subjects of social studies. natural science, living and ethics, and health education (morality and health). |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。