The Influence of Environmental Education Course Goals and Ecological Values on Senior Elementary School Students at Loudong Nature Center

• Main Authors: Hui-Ya Chen, 陳惠雅
• Other Authors: Tien-Szu Liao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/49161113982189961553

碩士 === 國立中興大學 === 森林學系所 === 100 === The influence of environmental education on students’ awareness about environmental are remarkable, and the stage how is effectiveness of environmental education evaluated today is developing area in Taiwan. The Model of Ecological Values developed by Wiseman and in 2003 is a powerful perspective for examining environmental perceptions in children and for evaluating the effects of environmental learning programmes on those perceptions. Therefore, the study introduces two indicators, both ecological value model and environmental education course goal which is designed by us according to the national curriculum guidelines of Ministry of Education in 2001, and lesson courses, designed and practiced by Nature Education Center of Loudong Forest District Office of Forestry Bureau, to evaluate the effects of environmental awareness on senior students of elementary school. This research utilized nonequivalent control group design to survey high grade elementary school students in Sep. 2009 to Nov. 2010 in Luodong Nature Education Center. To understand elementary school senior students’ awareness about environmental changes via Environmental Education Course Goals and The Model of Ecological Values developed by Wiseman and in 2003, and to make suggestions in environmental education for continually developing nature education centers. The results showed that: 1. experimental students did not have significant improvement on environment awareness than controlling students from Environmental Education Course Goals among the effect of three field trip education courses in 2009. On the other hand, significant improvement was found in environmental knowledge, environmental attitudes, environmental action kills and environmental action experiences. 2. In The Model of Ecological Values, experimental students’ significantly progressed 0.24 to 0.31 point in protection domain, i.e., intention to support, care with resources, enjoyment of nature. When the pretest scores were adjusted, controlling students significantly progressed than experimental students in altering nature and human use domain. As for the single field trip education effectiveness in 2010, experimental students had higher scores on intention to support. When we compared three field trip courses to that of single field trip, I found water-born family course had higher scores in intention to support than little green soul. The total effectiveness of three field trip courses and the railroad mystery had higher scores in care with resources than little green soul. The total effectiveness of three field trip courses and water-born family course had higher scores in altering nature than little green soul. Overall, the results showed taking three field trip courses had better effect than taking only one. Therefore, the findings suggested field trip teachers and more courses for students should be encouraged to achieve environment friendly behavior.