An Investigation on Elementary School Teachers of Enviromental Education Advisory Group of Taiwan on Improving Students’Environmental Literacy Teaching Strategies

• Main Authors: LUO, CHEN-HAN, 羅晨涵
• Other Authors: LIN, SU-HUA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/vj4b98

碩士 === 國立臺中教育大學 === 科學教育與應用學系環境教育及管理碩士在職專班 === 106 === With the increasing population and substantial change in the Earth’s environment, a great many natural resources are continuing to be depleted and reduced. From the large-scale global perspective, climate change and global warming affect everyone living on this planet. In consideration to environmental problems the world is currently facing, in addition to seeking solutions from the scientific aspect, education is also considered one of the ways to improve the environment. Although education is a long process, it has an influence on people’s ideas and values, which in turn changes the way people live and their attitude towards nature. To exert an influence on people’s values through education, appropriate teaching methods are essential. This research seeks to address the following question:to find out what kinds of teaching strategies are frequently used by teachers of “Environmental Education Advisory Group of Taiwan” to raise students’ scores on “Environmental Action Skills” criterion and “Environmental Action Experiences” criterion as well as the reasons why teachers choose those strategies.To figure out the topics in environmental education related to “Environmental Action Skills” criterion and “Environmental Action Experiences” criterion that teachers of “Environmental Education Advisory Group of Taiwan” are familiar with, and the teaching materials recommended by these teachers. This study adopted the research data results of “2013 The Development of Environmental Literacy Indicators for Students of Elementary, Junior High and Senior High/Vocational Schools” and “2014 Establishment of Environmental Literacy Scale for The Taiwanese” to develop the instructional strategy development research survey for improving the environmental literary of elementary school students, and to investigate and analyze the instructional strategies adopted by elementary school teachers when imparting environmental education. Supplemented by the focus group interview method, teachers with environmental education teaching experience were interviewed, teaching methods frequently used by teachers to enhance environmental literacy were collected, and the data was collected and compiled to provide the teachers with feasible instructional strategies and recommendations pertaining to environmental education. The research expected results analysis is as follows: 1. The instructional strategies frequently used by elementary school teachers to improve the environmental literary inadequacy of elementary school students (environmental action skills, environmental action experiences) include outdoor teaching, actual operation (including experiments), group discussion, and role-playing. 2. For the “Environmental Action Skills” criterion, the top 3 topics in environmental education which teachers are familiar with are “Nature Conservation”, “Climate Change” and “Green Consumption”. As for “Environmental Action Experience” criterion, the top 3 topics in environmental education that teachers are familiar with are “Nature Conservation”, “Green Consumption” and “Climate Change”. It is recommended in this study that younger children should gain personal experience through sensory perceptions in order to enhance their environmental literacy. By the time they become older, their basic perceptions can be converted into action experiences, thereby enhancing their ability to resolve problems encountered in daily life. Teachers are suggested to use actual operation, experiments, and other instructional strategies in class to foster students’ environmental action skills. Outdoor teaching is also an advisable strategy for improving students’ environmental action experiences.