請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/57461
標題: | 代間學習對於家長環境素養之影響 Impact of intergenerational learning on parents’ environmental literacy |
作者: | Hsiao-Hsien Lai 賴曉嫻 |
指導教授: | 劉奇璋(Chi-Chang Liu) |
關鍵字: | 代間學習,代間方案,家庭作業,家長參與,環境素養, intergenerational learning,intergenerational program,homework,parent involvement,environmental literacy, |
出版年 : | 2020 |
學位: | 碩士 |
摘要: | 家庭教育中,家長對孩子的影響時常是被重視的一環。家庭教育可以是雙向的,父母也能夠從孩子身上學習到許多新事物。藉由代間學習讓家長參與孩子的環境教育課程,能夠進而影響到家長的環境素養。本研究透過為期八週的野生動物課程,以學生為教學對象,並在學校教學後,請學生將作為代間學習之媒介的親子合作家庭作業帶回家,和家長一同完成。研究方法以質性為主,量性為輔,以課程前後測問卷及半結構式訪談的方式了解學生及家長參與課程的過程及環境素養變化,並合併課程觀察整理出可能影響家長環境素養變化的因素。根據受訪者參與課程執行的過程,親子互動模式可以分為主要五種:親子互動及家長參與少(T1)、親子互動多但無做作業(T2)、家長參與少但親子互動多(T3)、家長參與多但親子互動少(T4),以及家長參與及親子互動多(T5)。家長環境素養變化較多的為後三種互動模式,其中家長參與作業次數、學生分享課程的意願及學生參與課程的積極度為正向影響的因素,而親子之間缺乏正向的代間學習經驗則可能使家長環境素養較不受課程安排而改變。 Parents’ influence on children is often emphasized when it comes to family education. However family education can be bidirectional, parents can learn a lot with their children as well. Parents’ environmental literacy can be influenced through intergenerational learning in environmental education programs. In this study, students took part in the eight-week course about wildlife conservation. After the lessons at school, the students were told to finish the homework, as an intergenerational learning medium, with their parents. Both qualitative and quantitative methods were applied in this study, such as semi-structured interviews, participant observations and questionnaires, in order to investigate the process of students’ and parents’ participation, the changes in their environmental literacy, and the factors that may affect those changes. Based on the process of the interviewees’ participation in the course, parent-child interaction modes can be divided into five main types: Less interaction and parental involvement (T1), more interaction but not doing the homework (T2), less parental involvement but more interaction (T3), more parental involvement but less interaction(T4), and more parental involvement and interaction (T5). T3, T4 and T5 interaction modes seemed to change the parents' environmental literacy the most. The factors contribute to these changes include the frequency of parents’ involvement in the homework assignments, the students' willingness to share the contents of the course, and the students' enthusiasm for participating in the course. The lack of positive intergenerational learning experience between the parents and children may result in less influence of the course on parents’ environmental literacy. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/57461 |
DOI: | 10.6342/NTU202001676 |
全文授權: | 有償授權 |
顯示於系所單位: | 森林環境暨資源學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
U0001-2107202002100400.pdf 目前未授權公開取用 | 2.48 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。