「野生動物保育教學」對國小高年級學童之保育行動及相關變項之影響

外文標題: 
"Wild life conservation program" instrument effect to elementary student''s conservation action and varieties
校院系所: 
臺北市立師範學院 環境教育研究所
指導教授: 
王懋雯
出版年份: 
2004年
主題類別: 
摘要: 

本研究主要目的是以野生動物保育的自編教材,進行實驗研究,比較教學介入前後高年級學童之野生動物覺知、野生動物保育知識、野生動物保育信念、野生動物保育態度及野生動物保育行動之關係及教學效果,希望能提供以野生動物保育為主題的環境教育教學模式,以做為推動九年一貫課程之野生動物保育教育的參考。 本研究採「不相等實驗組、控制組實驗設計」,立意選取台北縣某國小五年級班68人為實驗組及69人為對照組,另一台北縣某國小五年級69人為校外對照組。實驗組學生接受野生動物保育教學介入,對照組及校外對照組學生則無教學介入。在教學介入前一週分別對實驗組及控制組進行前測,於教學介入結束後一週內分別進行後測,以了解介入之立即效果,並於一個月後進行後後測,以了解教學介入之延宕效果。 研究之重要結論如下: 1.實驗組在教學介入後,其野生動物覺知、保育知識、保育行動等方面均達顯著提昇,而野生動物保育信念未達顯著差異,野生動物保育態度在教學介入後並未有改變。 2.控制組雖未進行教學介入,但對照組之野生動物覺知達顯著提昇,野生動物保育知識、信念、態度、保育行動等並未有顯著改變。 3.比較實驗組、控制組之教學介入前後測得分,結果顯示,教學介入可有效增進國小五年級學生野生動物覺知、保育知識、信念、態度及保育行動。 4.教學介入的延宕效果中,僅有野生動物保育知識延宕效果達顯著增加。 5.由後測得分中分析影響野生動物保育行動之因素,主要影響主素為野生動物保育態度。 根據本研究結果,可知「野生動物保育教學介入」可有效增進學生的野生動物保育行動,建議學校老師可運用此方式於學生的野生動物保育教學上,以強化學生對於野生動物的保育。

外文摘要: 

The purpose of this research was to examine the effects of a wild life conservation program on students’ wild life awareness, including their knowledge, beliefs, attitudes and actions. The wild life conservation program was developed by researcher with the goal of changing student understanding of wild life conservation within an environment education module. A nonequivalent experiment control group design was used with 6 intact classes from three elementary schools (n =206). The experimental group received wild life conservation program during the intervention period of 5 weeks, while the control group received no treatment during the same time. Formative evaluation, process evaluation and outcome data were collected with questionnaires to collect quantitative data. A closed-ended, pretest-posttest questionnaire was used to assess the outcome effects. The examination of the data determined the following findings. 1. Students in the experimental group’s awareness, knowledge, actions had increased after the wild life program instruction, but their belief and attitude didn’t change. 2. Without instruction control groups’ awareness had increase but not their knowledge, belief, attitude and action. 3. A comparison of the two groups’ pretest-posttest questionnaire score determined the instruction could effective increase students’ awareness, knowledge, belief, attitude and action. 4. A comparison of the experimental group’s pretest-posttest questionnaire score, students’ knowledge had increased in procrastinate teaching effects. 5. Changes in attitude were most important factor leading to students’ action in the research findings. According to these outcomes, the wild life program instructed positively increases students’ conservation action. Teachers can use the program in this research to increase their students’ conservation action.