A Study about the Use of Campus Facilities in Environmental Education in the Field of Science and Life Technology－Taking Nan-Yang Elementary School as an Object of the Study

• Main Authors: Shun-Fu Chen, 陳順福
• Other Authors: Su-Hwa Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/31484614333335019214

碩士 === 國立臺中教育大學 === 環境教育研究所 === 98 === Abstract Environmental education emphasizes teaching in an authentic environment, therefore, outdoor environmental education becomes the most appropriate way of all. However, there exists much inconvenience while carrying out environmental education. It would be one great solution if the campus facilities could be put in use and integrated into the curriculum of outdoor environmental education. The purpose of study is to explore the facilities, the science teaching units about outdoor environmental education, the current status of science teachers’ teaching and students’ perception after learning related to the outdoor environmental education in the campus. Based on the joint efforts of 3 collaborative teachers for surveying campus, the in-depth interviewing and questionnaire of 12 science teachers, and a questionnaire of 360 respondents picked out from 3rd to 6th graders of school, the results are as follows: 1. There are 14 locations marked out from 5 areas on the campus which could provide 8 themed teachings of outdoor environmental education for science teachers. 2. The 3rd and 4th graders’ curriculum includes 7 units about environmental awareness and sensitivity, 5 units about environmental concepts and knowledge, 2 units about environmental values and attitudes, 9units about environmental action and skills, and 6 units about environmental action experiences. However, for the 5th and 6th graders’ curriculum, there are not any units about environmental awareness and sensitivity, but there are 7 units about environmental concepts and knowledge, 4 units about environmental values and attitudes, 6 units about environmental action and skills, and 2 units about environmental action experiences. 3. The relevant curriculum designs of most teachers are mainly based on an extension from the text content, along with stress on the 2 categories of environmental education essence, which includes consciousness and sensitivity, and the concept of value and attitude for the environment. In the aspect of teaching, the preview on the spot and pre-elaboration to students are done before class in order to promote the motivation of learning. During class, the use of multi-facilities on campus allows students to observe, experience, and explore by groups; and after class, there are the integration of the curriculums and multi-assessment of progress. In addition, cooperative teaching with peers is occasionally carried out, and supplementary resources for the content, such as videos, pictures, and newspaper and magazine articles, are often used, either before or after class. 4. After their participation in the teaching of outdoor environmental education which has taken place on campus, students’ attitude toward the environment is obviously differentiated and tends to change positively. Students identify with the curriculum of outdoor environmental education and feel satisfied about it as well. It is suggested that teachers need to do more cooperative environmental education teaching with their colleagues, and encourage students to interact more with nature in order to increase their awareness and sensitivity toward the environment, and improve their values and attitudes toward the environment as well.