本研究之目的在探討野生動物保育教學實驗的介入，對國小四年級學童的相關知識、態度及行為意向有無影響。本研究採不相等控制組設計，以台中市兩所國小四年級學童共四個班級為研究樣本。其中兩個班級為實驗組（68人），另兩個班級為對照組（59人），共127人作為研究樣本。實驗組接受為期四週的實驗教學活動，對照組則無。教學介入前一週，二組學生均接受前測問卷作為評量實驗效果的基準；教學介入後於一週內進行後測，以評價教學的立即效果。本研究之主要工具為一份學生問卷，問卷內容主要包括：（1）野生動物保育知識量表（2）野生動物保育態度量表（3）野生動物保育行為意向量表。所得重要結果如下： 一、教學實驗介入能顯著提高學童的野生動物保育知識、態度與行為意向後測之得分，介入效果顯著。 二、學童野生動物保育知識、態度與行為意向之後測得分受到前測和組別的顯著影響。 三、電視和閱讀課外書是研究對象最主要的野生動物訊息來源，其次為家人、老師。 四、將近半數的研究對象約一週參與一次自然活動；而四分之一的研究對象曾參與過放生活動；曾與家人在山產店消費過者約佔一成八；八成五的研究對象曾參觀過動物園；而參觀過國家公園者則僅占三成多。 研究者建議學校可於彈性課程規劃實施相關的環境教育教學活動，提昇學童對於環境的認知、態度及行為。
The purpose of this study was to develop an experimental instruction towards wildlife conservation for elementary school students and to evaluate the effect of this instruction on students’ wildlife conservation knowledge, attitude and behavior intention. A non-equivalent pretest-posttest control group design was used with 4 intact classes from two elementary schools in Taichung county. Two classes were selected as the sample assigned the experimental（n=68 ）and control group（n=59）.The experimental group received experimental instruction during the intervention period（four weeks）, while the control group received no treatment during the same period. There were one hundred and twenty-seven students in this study. In order to explore the teaching effect, the study gave the students one test before and after the first week of the intervention period. The main instrument of the study is a questionnaire including (1)the knowledge scale towards wildlife conservation (2)the attitude scale towards wildlife conservation (3)the behavior intention scale towards wildlife conservation. The main findings of this study were as follows： 1.There were the positively effects in knowledge, attitude and behavior intention in experimental group. The results support the fact that instruction can produce a positive increase in students’ environmental knowledge, attitude and behavior intention about wildlife conservation. 2.The pretest and the experimental group are treated as the predictable factors of the students’ knowledge attitude and behavior intention about wildlife conservation. 3.The knowledge towards wildlife conservation of the subjects mainly came from televisions and related books, next to that, the family members and teachers. 4.Nearly half subjects participated in outdoor activities once a week. 25.2﹪subjects participated in wildlife-released activities. 18.1﹪subjects participated in the consuming behavior in stores with their families.85.8﹪subjects participated in students had the experience of visiting the zoo. Only 37.8﹪subjects had the experience of visiting the national parks. Based on the main results of this research, the researcher suggested that teachers could use this experimental instruction as the guideline planning the implementation of the related environmental education in flexible curriculum to enhance the students’ environmental knowledge, attitude, and behavior intention of the environment.