Analysis of Infusing Environmental Education Subjects into Grade 1-9 Curriculum : Take Science and Technology Domain Textbooks in Junior High Schools as an Example

• Main Authors: Yan-Hong Chen, 陳彥宏
• Other Authors: Hsiao-Fen Liu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/uw8e47

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 98 === The purpose of this study was to investigate the current content of environmental education contained in Science and Technology textbooks used in junior high school. To reach the purpose of this study, the research was aimed at the analysis of the varied-version textbooks of Science and Technology from Volume One to Volume Six of three publishers which contained Kang-Hsuan, Han-Lin and Nan-Yi. These textbooks were approved by Ministry of Education for junior high school used. Analysis of the contents of the five constructs in the environmental education subjects of the Year-Nine Integrated Curriculum involved investigation of twenty topics used for the analysis of environmental education modules and distribution. In the study, the essential content of enviornmental education was investigated through the analysis of the varied-version textbooks. We detect the following points with respect to the analysis: I、 the content analysis of enviornmental education Our study revealed that the proportaion of enviornmental education contents in each company’s version tends to be forty percent. As for the five constructs of enviornmental education, most versions covered easily the construct of “enviornmental knowledge” and “enviornmental awareness and sensibility,” while “enviornmental skills” and “enviornmental experience” were the least mentioned ones. In 20 topics, most versions covered the construct of “the experience of the natural environment” and “the relationship between human beings and the enviornmental pollution and damagement,” “enviornmental and ecological basic conceptions,” “enviornmental problems searching,” “enviornmental protection in life” and “enviornmental ethics.” However, all editions ignored the three topics: “the participation and cooperation in the enviornmental activity,” “enviornmental skills” and “the rights and welfare for animals.” II、 the quantitative analysis of enviornmental education (I) Enviornmental awareness and sensibility aspect 1. The subject matters of the topic on “the experience to the natural enviornment are extremely abundant. 2. The subject matters of the topic on “appreciating with natural beauty” appear to be less. 3. The topic on “ the relationship between human beings and the enviornmental pollution and damagement” take a certain place in varied-version textbooks. (II) Enviornmental knowledge aspect 4. There are many charpters describing about the topic on “ the enviornment and the ecological basic conceptions.” 5. The topic on “the investigation of global enviornmental issues” focus on “understanding of the environmental activity in the locality and the global enviornmental issues.” 6. The topic on “enviornmental protection in life” showed mostly green concept of enviornmental protection. 7. The topic on “enviornmental justice and the sustainable generation development” expose mainly the sustainable development. 8. The topic on “enviornmental rules, policy, organization and an international convention” bring the realization for students to know the rules and organization for enviornmental education. (III) Enviornmental value and behavior aspect 9. The topic on “enviornmental ethics” emphasizes the human-centre ethics and the ecological-centre ethics. 10. The topic on “enviornmental justice and generation justice” focuses on the sustainable development. 11. The topic on “enviornmental rights” emphasizes the rights for human beings to share the basic ecological enviornment. 12. The topic of “the rights and welfare for animals ” focuses on the needs of sympathetic treatment from human beings. (IV) Enviornmental action skills aspect 13. The topic of “enviornmental problems investigating” is shown by group discussion or activities in each version. 14. The topic of “enviornmental action skills” is run short of its contents in each version. 15. The topic of “enviornmental action planning” emphasizes to map out the enviornmental issues. 16. The topic of “enviornmental action plans executing” emphasizes to work the plans out and solve the enviornmental issues. (V) Enviornmental action experience aspect 17. The topic of “the experience of the enviornmental friendship action” emphasizes that we need to show the attaintment of the enviornmental friendship. 18. The topic of “the experience of the participation in resolving environmental problems about one’s home, campus or community” emphasizes to act it out so as to improve the environmental problems around us. 19. The topic of “the experience of the participation in searching the global environmental problems” focuses on the investigation about the global enviornmental issues. 20. The topic of “the experience of buildind up citizen presentation and cooperation” aims to promote one’s experience about their local perception, presentation and cooperation. According to our reference survey and research results, we proposed several suggestions to teachers, publishers, Ministry of Education, and other researchers.