| Summary: | 碩士 === 臺中師範學院 === 環境教育研究所 === 92 === Green consumption provides a solution for the misuses and wastes of resources due to mass production and mass consumption. An action research for green consumption education in an elementary school was used to promote students’ knowledge of green consumption, to develop a positive attitude towards green consumption and to encourage students to take actions of green consumptions. The purpose of this study was to understand elementary school students’ current concepts and practices of green consumption. Through the green consumption action research education and learning, this study also aimed to explore the promotion of the students’ cognition, attitude and behavior from the green-consumption action learning. Finally, some suggestions from this action research would be gained, as a future reference for those who are interested in pursuing green consumption education and research.
In this study, a collaborative action-research team conducted the green-consumption teaching. Students were divided into to homogeneous groups-the experimental group and the control group. The experimental group was taught a green-consumption action curriculum, and the control group was taught a green consumption education in the traditional way. Many research methods were conducts including observations, questionnaires, learning portfolios assessment, instructional diaries, interviews and content analysis by the research team. The results of the study were shown as follows: In terms of cognition, the understanding of green consumption among the fifth graders of elementary school wasn’t beyond buy the environmental protection goods; no concepts of green products and Green Mark product was found. In terms of attitude, the fifth graders all showed positive and strong interests towards green consumption. In terms of behaviors, the fifth graders showed the action, such as recycling, reuses their own chopsticks, bowls, and cups, bringing shopping bags when going shopping, saving water and electricity, and some other school-related environmental education activities. The green consumption action research curriculum was confirmed highly suitable by several research methods including observations, instructional diaries, interviews and questionnaires, and in accordance with the Competence Indicators or Benchmarks of Grade 1-9 Curriculum proposed by the Ministry of Education. According to the analysis of the pretest and post-test of the questionnaires, portfolio assessment, interviews to students, and the questionnaires for the parents, the experimental group showed a significant improvement, not only for the cognition of green consumption, but also for the attitude and behaviors of green consumption. According to the analysis of the posttest questionnaires, students’ social status or background had no signify-cant effect on the learning of green consumption education. The proper action-research mode is student-centered, merging action learning, STS teaching and self-guiding instructional curriculum design. Collaborative teaching team conduct the action research of green consumption education, students frequently show a positive attitude and behavior towards green consumption. The teachers are propelled to design a suitable green consumption education curriculum, and also promote the professional growth of collaborative teaching team.
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