請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72834
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 袁孝維 | |
dc.contributor.author | Cheng-Te Wei | en |
dc.contributor.author | 魏承德 | zh_TW |
dc.date.accessioned | 2021-06-17T07:07:33Z | - |
dc.date.available | 2019-07-25 | |
dc.date.copyright | 2019-07-25 | |
dc.date.issued | 2019 | |
dc.date.submitted | 2019-07-23 | |
dc.identifier.citation | 白惠芳、林梅琴、陳慧娟、張文哲(譯)(2011)。教育心理學:學習者的發展與成長(第六版)(原作者:J. E. Ormrod)。臺北市:洪葉文化(原著出版年:2008)。
何健鎔(2001)。《新竹縣螢火蟲導覽手冊》。南投縣:農委會特有生物研究保育中心。 何健鎔(2002)。《螢光水影:水生螢火蟲的保育與復育》。南投縣集集鎮:農委會特有生物中心。 何健鎔(2004)。台灣窗螢之發生變動、分佈與棲地特性。台灣昆蟲,24,117-128。 何健鎔、朱建昇(編)(2002)。《臺灣賞螢地圖》。臺中:晨星。 何健鎔、黃獻文(2003)。溫度與卵大小對台灣窗螢卵期、孵化率與一齡幼蟲耐飢餓能力之影響。台灣昆蟲,23,305-311。 吳鈴筑、張子超(2018)。分析臺灣公務人員環境教育之學習時數、內容類型與方法:以100年至105年申報資料為基礎。環境教育研究。14(1),1-37。 房振謙、林美惠、李慧珍、陳靜歆、薛雅惠(2008)。講述教學與討論教學應用於全球暖化議題教學成效之研究。社會科教育研究,13,153-183. 林曉芳(2008)。統計學 ─SPSS之應用。臺北市:鼎茂。 郝永崴(2015)。翻轉教室:談學生看法。國家教育研究院教育脈動電子期刊,(1),32-52。 高翠霞、張子超(2016)。環境教育的發展脈絡與融入十二年國教的方法。課程與教學季刊,19(2),27-52。 國家教育研究院(2018)。國民中小學暨普通型高級中等學校十二年國民基本教育課程綱要議題融入說明手冊。臺北:作者。 張民杰(2012)。影響國中自然領域教師教學方法採用知因素初探。國民教育學報,9,147-174。 張淑卿(2008)。逐漸被遺忘的悲劇—多氯聯苯中毒事件。科學發展,430,82-84。 教育部(2003)。國民中小學九年一貫課程綱要自然與生活科技領域。臺北:作者。 教育部(2008)。國民中小學九年一貫課程綱要總綱(環境教育)。臺北:作者。 教育部(2012)。國民中小學九年一貫課程綱要(重大議題性別平等教育、環境教育、資訊教育、人權教育、生涯發展教育、海洋教育)。臺北:作者。 教育部(2014)。十二年國民基本教育課程綱要總綱。臺北:作者。 梁庚辰(主編)(2018)。心理學:身體、心靈與文化的整合。臺北:臺大出版中心。 符碧真(2018)。素養導向國教新課綱的師資培育:國立臺灣大學「探究式-素養導向的師資培育」理想芻議。教育科學研究期刊,63(4),59-87。 許世璋(2003)。大學環境教育課程對於環境行動與其它環境素養變項之成效分析。科學教育學刊,11(1),97-199。 許世璋、徐家凡(2012)。池南自然教育中心一日型方案[天空之翼]對於六年級生環境素養之成效分析。科學教育學刊,20(1),69-94。 陳思利、葉國樑(2002)。環境行為與相關因素之研究─以屏東縣國中學生為例。環境教育學刊,1,13-30。 曾宣夢(2018)。《學習導向保育教育展示設計:以金門地區螢火蟲展為例》。臺北:國立臺灣大學森林環境暨資源學研究所碩士論文。 曾華璧(2008)。臺灣的環境治理(1950-2000):基於生態現代化與生態國家理論的分析。臺灣史研究,15(4),121-148。 黃光雄(編)(2004)。教育概論。臺北:師大書苑。 黃秋微、劉麗薇、徐志輝(2011)。從正式與非正式課程探討大學生能力之養成:以朝陽科技大學通識教育課程為例。止善,(11),47-72。 楊平世(1997)。國家公園螢火蟲復育研究計畫。中華民國自然保育協會。 楊平世(1999)。臺灣六座國家公園螢火蟲相概要(鞘翅目:螢科)。中華昆蟲,19(1),65-91。 楊冠政(1992)。環境教育發展簡史。博物館季刊,6(3),3-9。 楊冠政(1997)。環境教育。臺北市:明文。 廖佩莉(2010)。加入戲劇元素:角色扮演在小學終國語文科的應用。香港教師中心學報。9,79-88。 鄭明倫、賴郁雯、楊平世(1999)。臺灣六座國家公園螢火蟲相概要(鞘翅目:螢科)。19(1),65-91。 簡馨瑩(2008)讓閱讀策略教學發生在你的教室裡──以預測策略為例。新竹縣教育研究集刊。8,21-36。 簡馨瑩、宋曜廷、張國恩(2009)。變與不變:兩位國小教師學習自詢策略教學之歷程分析。教育心理學報。40(4),619-640。 Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological bulletin, 84(5), 888. Alexander, P. A., & Dochy, F. J. (1995). Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities. American Educational Research Journal, 32(2), 413-442. Ames, C. (1990). Motivation: What teachers need to know. Teachers college record, 91(3), 409-421. Anderson, L. W. , Krathwohl, D. R. , Airasin, P. w., Cruikshank, K. A. , Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman. Ballantyne, R. R., & Packer, J. M. (1996). Teaching and learning in environmental education: Developing environmental conceptions. The Journal of Environmental Education, 27(2), 25-32. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215. Barraket, J. (2005). Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice. Journal of University Teaching and Learning Practice, 2(2), 64-74. Barraza, L., & Walford, R. A. (2002). Environmental education: A comparison between English and Mexican school children. Environmental Education Research, 8(2), 171-186. Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. The Journal of Environmental Education, 29(4), 17-29. Broom, C. (2017). Exploring the Relations Between Childhood Experiences in Nature and Young Adults' Environmental Attitudes and Behaviours. Australian Journal of Environmental Education, 33(1), 34-47. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42. Chawla, L. (1999). Life Paths Into Effective Environmental Action. The Journal of Environmental Education, 31(1), 15-26. Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of applied psychology, 85(5), 678-707. Compton, M. T., Frank, E., Elon, L., & Carrera, J. (2008). Changes in US medical students’ specialty interests over the course of medical school. Journal of General Internal Medicine, 23(7), 1095-1100. de White, T. G., & Jacobson, S. K. (1994). Evaluating conservation education programs at a South American zoo. The Journal of Environmental Education, 25(4), 18-22. DiEnno, C. M., & Hilton, S. C. (2005). High school students' knowledge, attitudes, and levels of enjoyment of an environmental education unit on nonnative plants. The journal of environmental education, 37(1), 13-25. Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Pearson Allyn and Bacon. Drissner, J. R., Haase, H. M., Wittig, S., & Hille, K. (2014). Short-term environmental education: long-term effectiveness?. Journal of Biological Education, 48(1), 9-15. Drissner, J., Haase, H. M., & Hille, K. (2010). Short-term Environmental Education - Does it work? - An evaluation of the ‘Green Classroom’. Journal of Biological Education, 44(4), 149-155. Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040-1048. Eisner, E. W. (1985). The educational imagination : on the design and evaluation of school programs. New York : Macmillan. Farmer, A. J., & Wott, J. A. (1995). Field trips and follow-up activities: Fourth graders in a public garden. The Journal of Environmental Education, 27(1), 33-35. Glaser, R. (1962). Psychology and instructional technology. In R. Glaser (Ed.), Training, research and education (pp. 1-30). Pittsburgh, PA: University of Pittsburgh Press. Godshall, C. J., Moore, P. S., Fleming, S. H., Andrews, J. S., Hansen, K. J., Hoyle, J. R., & Edwards, M. S. (2010). A vascular disease educational program in the preclinical years of medical school increases student interest in vascular disease. Journal of vascular surgery, 52(3), 775-781. Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of environmental education, 18(2), 1-8. Houston, J. P. (1981). Fundamentals of learning and memory (2nd ed.). New York: Academic Press. Hsu, S. J. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The Journal of Environmental Education, 35(2), 37-48. Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The journal of environmental education, 21(3), 8-21. Hungerford, H. R., Peyton, R. B., & Wilke, R. J. (1980). Goals for Curriculum Development in Environmental Education. The Journal of Environmental Education, 11(3), 42-47. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10. King, E., Chadwick, N., Lee, A., Keefe, N., Nayyar, R., & Vatakencherry, G. (2015). Benefits of an informal curriculum: recruiting medical students into interventional radiology. Journal of the American College of Radiology, 12(9), 965-967. Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental education research, 8(3), 239-260. Krain, M., & Shadle, C. J. (2006). Starving for knowledge: An active learning approach to teaching about world hunger. International Studies Perspectives, 7(1), 51-66. Leask, B. (2009). Using Formal and Informal Curricula to Improve Interactions Between Home and International Students. Journal of Studies in International Education, 13(2), 205-221. Leeming, F. C., Dwyer, W. O., Porter, B. E., & Cobern, M. K. (1993). Outcome research in environmental education: A critical review. The Journal of Environmental Education, 24(4), 8-21. Leinhardt, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49(7), 20-25. Lord, T. R. (1999). A comparison between traditional and constructivist teaching in environmental science. The Journal of Environmental Education, 30(3), 22-27. Loui, M. C. (2009). What can students learn in an extended role-play simulation on technology and society?. Bulletin of Science, Technology & Society, 29(1), 37-47. Madden, T. J., Ellen, P. S., & Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and social psychology Bulletin, 18(1), 3-9. McCown, R., Driscoll, M., & Roop, P. (1996). Educational Psychology. A learning-centered approach to classroom management: Boston: Allyn and Bacon. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95. Ozolins, I., Hall, H., & Peterson, R. (2008). The Student Voice: Recognising the hidden and informal curriculum in medicine. Medical Teacher, 30(6), 606-611. doi:10.1080/01421590801949933 Palmer, J. A., & Suggate, J. (1996). Influences and Experiences Affecting the Pro‐environmental Behaviour of Educators. Environmental Education Research, 2(1), 109-121. Palmer, J. A., Suggate, J., Bajd, B., & Tsaliki, E. (1998). Significant Influences on the Development of Adults’ Environmental Awareness in the UK, Slovenia and Greece. Environmental Education Research, 4(4), 429-444. Peterson, R. A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of consumer research, 21(2), 381-391. Pintrich, P. R., & Degroot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic-Performance. Journal of Educational Psychology, 82(1), 33-40. Ramsey, J., Hungerford, H. R., & Tomera, A. N. (1981). The effects of environmental action and environmental case study instruction on the overt environmental behavior of eighth-grade students. The Journal of Environmental Education, 13(1), 24-29. Randler, C., Ilg, A., & Kern, J. (2005). Cognitive and emotional evaluation of an amphibian conservation program for elementary school students. The Journal of Environmental Education, 37(1), 43-52. Rideout, B. E. (2005). The effect of a brief environmental problems module on endorsement of the new ecological paradigm in college students. The Journal of Environmental Education, 37(1), 3-11. Sattler, S., & Bogner, F. X. (2016). Short-and long-term outreach at the zoo: Cognitive learning about marine ecological and conservational issues. Environmental Education Research, 23(2), 252-268. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: D. Appleton-Century Company, incorporated Skinner, B. F. (1958). Teaching machines. Science, 128(3330), 969-977. Stapp, W. B. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31. Stern, M. J., Powell, R. B., & Ardoin, N. M. (2008). What difference does it make? Assessing outcomes from participation in a residential environmental education program. The Journal of Environmental Education, 39(4), 31-43. Suchman, A. L., Williamson, P. R., Litzelman, D. K., Frankel, R. M., Mossbarger, D. L., Inui, T. S., & Team, t. R.-c. C. I. D. (2004). Toward an informal curriculum that teaches professionalism. Journal of General Internal Medicine, 19(5), 501-504. Tani, S. (2017). Reflected places of childhood: applying the ideas of humanistic and cultural geographies to environmental education research. Environmental Education Research, 23(10), 1501-1509. Tannenbaum, S. I., & Yukl, G. (1992). Training and development in work organizations. Annual review of psychology, 43(1), 399-441. Tanner, T. (1980). Significant Life Experiences: A New Research Area in Environmental Education. The Journal of Environmental Education, 11(4), 20-24. Tung, C. Y., Huang, C. C., & Kawata, C. (2002). The effects of different environmental education programs on the environmental behavior of seventh-grade students and related factors. Journal of Environmental Health, 64(7), 24-29. UNESCO (1977). First intergovernmental conference on environmental education final report (Tbilisi, USSR). Paris: UNESCO. UNESCO-UNEP (1976). The Belgrade Charter. Connect, 1(1) 1-8. Wear, D., & Skillicorn, J. (2009). Hidden in Plain Sight: The Formal, Informal, and Hidden Curricula of a Psychiatry Clerkship. Academic Medicine, 84(4), 451-458. Zelezny, L. C. (1999). Educational interventions that improve environmental behaviors: A meta-analysis. The Journal of Environmental Education, 31(1), 5-14. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72834 | - |
dc.description.abstract | 在臺灣,教育部將「環境」列為19項須融入中等學校學科的議題之一。然而在校園中,環境教育課程仍常以短期講座的形式舉辦。這樣的推廣形式是否對於學生提升環境素養有足夠的成效?本研究設計國中2堂課的環境教育教案後,至金門縣立5所國民中學部分班級推廣螢火蟲保育教育,並以問卷的方式,於課程前、課程後當下、課程結束半年後量化學生在環境教育各目標的表現,以分析短期、長期的學習成效。研究結果顯示學生經過2堂課的螢火蟲保育教育課程後,在環境覺知與敏感度、環境概念知識、環境態度與價值觀、環境行動技能4個向度上,成長達顯著。然而;經過約4個月,再進行延宕測,並將延宕測與前測分數比較後,僅有環境概念知識仍顯著高於前測分數,其餘環境素養向度均與前測間無顯著差異。換句話說,本研究所設計的教案確實讓學生經過課程後增強環境素養,但半年後其學習成效已經衰退。總言之,目前校園內講座、短期的環境教育課程形式,若缺乏持續的刺激且沒有直接與環境互動的經驗,長期下來將無法滿足環境教育最終目標—促成行為改變。隨著108課綱即將上路,教師可以設計更完整的課程,並給予多元的課程活動,以增強課程的長期效益。 | zh_TW |
dc.description.abstract | Ministry of Education in Taiwan has indicated that “environment” is one of the 19 important issues which must fuse with main subjects in secondary education. However, in most schools, environmental education curricula have been held in the form of one-shot speech or lectures. Would this form of environmental education curricula be an efficient way to help students improve their environmental literacy in 5 vectors including environmental awareness, knowledge, attitudes, action skills and action intentions? In this study, a 90-minute curriculum was designed and implemented in 5 junior high schools in Kinmen to promote the conservation of fireflies. Each student was given a pretest, a posttest and a follow-up test. Then, the short-term and long-term learning outcomes were analyzed to tell the progress after the curriculum. The results indicated that students’ environmental literacy improved significantly in environmental awareness, knowledge, attitudes and action skills. However, these learning outcomes faded away after 4 months and only environmental knowledge in follow-up test were higher than that in pretest significantly. Other vectors showed no difference between pretest and follow-up test. In brief, through this study, we conclude that if the students do not have continuous stimulus and direct interaction with the environment in environmental education curriculum, one-shot speech or lectures will not reach the ultimate goal, changing behaviors of human beings, of environmental education. As the Directions Governing for the 12-year Basic Education Curricula will be implemented in 2019, in-service teachers can design more systematic curricula with more diverse activities to reinforce the learning outcomes and insure the retention effects. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T07:07:33Z (GMT). No. of bitstreams: 1 ntu-108-R05625003-1.pdf: 1587090 bytes, checksum: 32147fc3df42f6d84046701d63c856e9 (MD5) Previous issue date: 2019 | en |
dc.description.tableofcontents | 謝誌 i
摘要 iii Abstract v 第一章、前言 1 第一節、研究背景與動機 1 第二節、研究問題 5 第二章、文獻回顧 7 第一節、課程定位—正式課程與非正式課程 8 第二節、課程性質—短期、講述式課程的效益 14 一、短期課程 14 二、教室內的講述式課程 16 三、小結 19 第三節、課程材料—螢火蟲基本知識 21 一、螢火蟲的繁殖生態學 21 二、金門地區的螢火蟲現況說明 23 第四節、學習理論與課程設計 25 一、動機 25 二、學習理論 28 三、環境教育中的行為改變理論 34 四、小結 39 第五節、研究假設 40 第三章、材料與方法 41 第一節、研究設計與流程 42 一、研究設計概述 42 二、研究流程 43 三、發展研究工具:是非題 45 四、發展研究工具:程度量表題目(其餘向度) 49 五、正式資料處理與分析 52 第二節、課程教案 55 第三節、各校間教案執行實際狀況 58 第四章、研究結果 61 第一節、課程前比較 62 第二節、課程當下之學習成效 64 第三節、長時間後的學習成效 66 第四節、比較課程內容調整之影響 68 第五節、小結 71 第五章、研究討論 73 第一節、研究限制 73 第二節、課程當下之學習成效討論 74 第三節、長時間後的學習成效討論 78 第四節、課程內容調整對學習成效影響之討論 81 第五節、整體討論與建議 83 第六章、結論 85 參考文獻 87 附錄一、金門螢火蟲保育教育推廣課程教案 91 附錄二、 螢火蟲概念知識內容整理 94 | |
dc.language.iso | zh-TW | |
dc.title | 金門螢火蟲保育教育推廣之學習成效評估 | zh_TW |
dc.title | Evaluation of Learning Outcomes on Fireflies Conservation Education Curriculum in Kinmen | en |
dc.type | Thesis | |
dc.date.schoolyear | 107-2 | |
dc.description.degree | 碩士 | |
dc.contributor.coadvisor | 劉奇璋 | |
dc.contributor.oralexamcommittee | 陳建志,洪承宇 | |
dc.subject.keyword | 環境教育法,短期課程,課程設計,保育教育,學習成效評估, | zh_TW |
dc.subject.keyword | The Environmental Education Act,Short-term curriculum,Curriculum design,Conservation education,Evaluation of learning outcomes, | en |
dc.relation.page | 95 | |
dc.identifier.doi | 10.6342/NTU201901754 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2019-07-24 | |
dc.contributor.author-college | 生物資源暨農學院 | zh_TW |
dc.contributor.author-dept | 森林環境暨資源學研究所 | zh_TW |
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 | |
---|---|---|---|
ntu-108-1.pdf 目前未授權公開取用 | 1.55 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。