An Investigation Research on Eco-education Gardens in the Elementary Schools of Keelung City

• Main Author: 蕭斯文
• Other Authors: 蘇宏仁
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/27833328855687112804

碩士 === 國立新竹教育大學 === 應用科學系碩士班 === 94 === An Investigation Research on Eco-education Gardens in the Elementary Schools of Keelung City abstract This study was a survey research, through the questionnaire and interviewing, the purpose of the study was to understand the situation of eco-education garden, the management and the result of the use of the eco-education garden into the teaching plan in the elementary school at Keelung city. In addition to above-mentioned, the research also inquire into the dilemma of eco-education garden and seeking its solution to other schools for the reference of consult. First, we observed actual situation through four different kinds of questionnaires that aimed at 42 elementary schools in Keelung city and 22 elementary schools that have eco-education garden, garden managers, and science teachers. For adhering the results, researcher conducted the observation and interview with science teachers and garden managers. The results of this study were as following : 1.The construction rate of eco-education garden in the elementary schools of Keelung city is 52.4%. As ranking the construction rate of eco-education garden from highest to lowest, that will be the mountain area, the suburb area, then the downtown area. The types of eco-education garden include ecological pond, botanical garden and the crops area. Among them the ecological pond is the most one. 2.The difficulties that most schools often suffered from the management of eco-education garden are the lack of budget, the difficulties of maintenance, and the shortage of related knowledge and experience. The resolution methods that they took are requesting the help of school administration, seeking financial support, consulting an expert, and promoting the related knowledge and experience. 3.Most science teachers have teaching experience in the eco-education garden. The factors that affect its teaching application are the content of eco-education garden, teachers professional knowledge, safety and hygienic problems, and the teaching assistant facilities. 4.When programming and managing the eco-education garden, some important factors need to be emphasized, which are: practicability, economy, sustainability and naturality. Besides, some appropriate reference and suggestions were made for organization of the teacher growing, education authorities, schools which have or haven`t the eco -education gardens, garden managers, teachers and follow-up research.