The Research of the Environmental Education of Taiwan Sustainable Campus policy’s Affect to the students of the primary schools in Yi-Lan County

• Main Authors: Chen Ween Chan, 陳文全
• Other Authors: 謝正一
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/50177653088202090447

碩士 === 佛光大學 === 未來學系 === 95 === The Research of the Environmental Education of Taiwan Sustainable Campus policy’s Affect to the students of the primary schools in Yi-Lan County Abstract The purpose of this study was to understand the behavior of sixth grade students in Ilan County toward environmental knowledge, environmental attitude and environmental behavior and use whether to join the Taiwan Sustainable Campus or not, size of the school and location of school as the three varieties. Questionnaire is adopted as the research method in this research. Questionnaire is randomly sampled . 504 students from 20 schools (10 of them are Taiwan Sustainable Campus and the rest of them are normal school )are served as samples. The data is analyzed by factor analysis, reliability analysis, t-test Pearson's product-moment correlation. The conclusions of this research are as follow: 1.The average of six grade students in Ilan county about environmental knowledge is 3.89，68.47% of them are correct. About environmental attitude is 4.21. About environmental behavior is 3.55 and higher than average. 2.The factors of environmental knowledge keeps ten aspects；environmental attitude is divided into four parts as negative attitude, resource reservation, environment destroy and restrict policy. The environmental behavior is divided into three parts. 3.There is no different in environment knowledge and the environment behavior of participating the Taiwan sustainable campus of the primary school . On the contrary, there have significant difference in the ‘environment destruction’ , the ‘resource protection’, the ‘restriction policy’ . 4.The environment knowledge and the attitude in the ‘restriction policy’ and the behaviors of the ‘self restriction of environment protection’ ,the ‘resource protection’ of the students in different schools have significance difference. 5.The environment knowledge and the attitude in the ‘negative attitude’ and the ‘resource protection’ ,behaviors of the ‘self restriction of environment protection’, the ‘of the students in different schools have significance difference. 6.There were positive relationships between the scores of environmental knowledge,environmental attitude, and environmental behavior.