The Research on the Influence of Community Mapping on Environmental Learning of Students – Use the Kinmen County Jinning Elementary & Junior High School as the Example

• Main Authors: Jia-Jiun Wu, 吳家駿
• Other Authors: Huei-Min Tsai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/884j55

碩士 === 國立臺灣師範大學 === 環境教育研究所 === 96 === In this research, two concepts were applied: community mapping and green map system, which were used to develop environmental education activities about community mapping for students in the Jinning area on Kinmen Island. This research chose Guningtou for the location of the activities because of its many natural and cultural features. After carrying out the community mapping activity, the influences were evaluated. These influences affected students’ knowledge of community environment, observation skills, affection and values about community, and motivation for participation in environmental issues. Through reflection and discussion, this research also evaluated ways to facilitate positive effects on environmental learning. Listed below are the findings of effects on environmental learning from the research: 1.Most of students gained knowledge of community, but not at a deep level. 2.Students had a new experience of community. 3.Students gained appreciation and gratitude for community. 4.Two factors likely affected the impression and values toward community: the actual guide for carrying out the community mapping and the environmental conditions (e.g., weather, seasons). 5.Students increased their thinking and their dialogue about community. 6.There were no outstanding effects on participation in environmental issues Listed below are suggestions, based upon the research, for improving environmental learning: 1.Before community mapping activities, researcher must gain understanding of specific community. 2.Program should include a multitude of teachers with different skills (e.g, art, computer, geography) for effective student learning. 3.Program should include observation point in specific place in community from which students may observe and discuss about community environment. 4.Use of green map icons as tools for making community map encourage students to think about community environment and motivate creativity concerning community environment.