高中動物保護社團學生對農場動物福利觀念之回應

外文標題: 
Perspectives about Farm Animal Welfare of High School Students from an Animal Protection Club
校院系所: 
高雄師範大學環境教育研究所
指導教授: 
劉湘瑤
出版年份: 
2007年
主題類別: 
摘要: 

本研究旨在探討一所高中(職)學校的動物保護社團學生,在接受英國動物福利團體原著的教材《農場動物》之教學實施後,對於西方農場動物福利觀念之回應。本社團由自願擔任指導老師的個案教師及33位高一至高三的學生所組成,研究者長期觀察實施過程,收集多次的學生書寫檔案及對教師與學生的訪談資料,輔以自編之動物態度問卷測得學生在教學前後對動物的態度,以探究學生對農場動物福利觀念的看法、在教學實施後對於農場動物的態度是否有所轉變,以及教學實施歷程與教師心得。 動物態度問卷為李克特五等量表,問卷前後測結果經成對樣本t檢定達顯著水準,平均每題分數從3.80分成長至4.05分,其中,「對農場動物福利的態度」及「對動物保護的態度」有明顯提升,得分變化高於「對動物利用的態度」及「動物觀」。研究者以個別訪談檢驗學生在問卷的填答結果,並追蹤學生在教學過程中的改變。從多元資料中得知,學生對於農場動物福利觀念的回應十分正向,多數學生都能接受農場動物也是動物、會感知苦與樂的觀點,並能以同理心看待動物在集約飼養中的處境,認同農場動物應享有適度活動空間的主張;訪談中,多數學生認為自己在接受教學後,對農場動物的態度已有所轉變。在飲食上,學生在接受教學後仍維持葷食,但有多位學生考慮過從「量」的減少或「質」的改變來調整肉食習慣,體現對農場動物的關懷。社團學生中有少數為畜牧業者子弟,雖能接受農場動物福利的觀點,但在考量飼養成本及農場動物福利之間多所矛盾、陷入兩難。透過這本新的教材與社團教學實施,個案教師認為自己在教學過程中不僅得到了成長,也得以實踐她對有情世間的關心。 根據上述結果,研究者認為農場動物福利的觀念在台灣高中階段推廣的可行性很高,值得繼續努力。本研究提出的主要建議如下:一、高中自然學科或生命教育領域及高職農場經營科或畜牧科系,應將農場動物福利列入課程,並援引國際間友善畜牧的案例及倫理消費的觀念,推廣農場動物福利,以呼應世界潮流,提升下一代畜牧業者的動保意識。二、應善用社團活動的機會,推廣環境教育或動保教育,讓學生認識社會多元的聲音或國際潮流、新知,並可多安排戶外教學、參訪等活動,以補正規教育之不足。

外文摘要: 

This study explored students' attitudes toward animals and their perspectives about farm animal welfare through implementing teaching materials of 『Farm Animals', originally published by the RSPCA. The teaching materials were implemented in an animal protection club of a high school as an extracurricular activity. Thirty-three students participated in the club in the fall semester of 2006. A survey questionnaire was conducted to assess students' attitudes toward animals before and after the six week 2-hour instruction. In addition to the survey, multiple sources of data, including classroom observations, students' reflection papers, worksheet about farm-visit activities, interviews with students and the teacher, and e-mail contacts with the teacher, were analyzed to delineate the teacher's reactions to the teaching materials and students' attitudes toward the uses of animals and their perceptions of animal welfare. Qualitative data indicated that students generally accepted the ideas about farm animal welfare proposed by western countries, agreed to the views of farm animals are sentient animals--with capacity to feel and suffer. In interviews, most students stated that they have changed their attitudes toward farm animals after instruction; some of them expressed their willingness of reducing meat eating or would pay more for animal-friendly products as they had more concerns about animal suffering. However, several students were sensitive to this issue for their families' farming background. They were aware of the dilemma caused by the cost of raising animals with better welfare. Analysis of survey data revealed that students became more committed to animal welfare and held more positive attitudes towards animal protection after the instruction (paired t-test = -6.02, p<.001 apparently="" the="" combination="" of="" observations="" interviews="" and="" questionnaires="" was="" useful="" for="" examining="" changes="" in="" students="" attitudes="" views="" after="" joining="" club="" evaluating="" effectiveness="" instruction.="" according="" to="" results="" researchers="" propose="" following="" suggestions:="" relevant="" curriculum="" farm="" animal="" welfare="" high="" school="" should="" be="" engaged.="" opportunities="" classes="" student="" clubs="" outdoor="" activities="" are="" suggested="" education="" environmental="" taiwan.="">