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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 劉奇璋 | |
| dc.contributor.author | Chia-En Lin | en |
| dc.contributor.author | 林嘉恩 | zh_TW |
| dc.date.accessioned | 2021-05-19T17:41:57Z | - |
| dc.date.available | 2025-02-17 | |
| dc.date.available | 2021-05-19T17:41:57Z | - |
| dc.date.copyright | 2020-02-17 | |
| dc.date.issued | 2020 | |
| dc.date.submitted | 2020-02-10 | |
| dc.identifier.citation | 中文部分
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/7351 | - |
| dc.description.abstract | 公民科學能夠幫助擴展科學研究、促進社會交流及科學知識的傳遞，還能作為推廣環境教育的方式。水環境巡守隊屬於從事環境監測的公民科學，本研究於2018～2019年期間辦理河川生態監測培訓課程來完善水環境巡守隊監測水質的方法，並且探討志工參與課程的動機，以及學習的歷程與產出。本研究對象為新店溪水環境巡守隊及白米溪水環境巡守隊志工，以前、後測的問卷及訪談了解志工參與的原因與學習成果，並使用參與式觀察記錄上課情況等學習歷程。本研究結果指出志工參與河川生態監測培訓課程的原因包含學習、人際交流與兒時經驗。學習的過程中藉由個人情境的先備經驗、社會文化情境中的同儕與老師，以及物理情境的自然環境和輔助工具學習河川生態監測的知識以及培養對於水環境的關懷。在學習產出方面，志工的環境知識與環境行動皆有提升，並持續參與河川生態監測記錄環境變遷。整體而言，志工參與河川生態監測培力課程後，能夠滿足學習以及人際互動的需求，也身體力行地以行動來實踐對於河流環境的關懷。在研究結果分析後，建議往後能依據志工不同的經歷和需求來設計適於學習者的培訓課程，期望本研究結果提供未來水環境巡守隊辦理河川生態監測之規劃與修正參考。 | zh_TW |
| dc.description.abstract | Volunteers’ participation in citizen science projects can expand the scientific research, practice social ecology and promoting public learning of the scientific knowledge. Citizen science projects is one way for people to promote environmental education. River patrol volunteer groups belong to citizen science. The purpose of this study is to explore the participants’ motivation, their learning processes and learning outcomes on citizen science of the river monitoring. Xindian River Monitoring Group and Baimi River Monitoring Group were chosen as our subjects. We held a river monitoring training course in 2018 and 2019. Through semi-structured interviews, participant observations and questionnaires, this study investigate volunteers' motivations, learning processes, and learning outcomes. The reasons why volunteers joined the river monitoring included their desire for knowledge, interpersonal relationships or even the reminding of their own childhood experiences. In the learning process, volunteers applied their personal experience to learn. Participants would affect the learning process through the interaction with each other. Also, the physical environments have an influence on learning. After the training, volunteers’ knowledge of the environment has improved significantly and their attitudes toward the environment have also changed. The reasons volunteers remained participated in the river monitoring are that the course satisfied their craving for knowledge, met the need of interpersonal interactions and put their caring for river environments into practice. According the results of this study, we suggest that the design of the training courses which based on each volunteer’s personal experience and requirement can enhance the learning performances and outcomes. It is hoped that this study may provide references to the citizen science of river monitoring. | en |
| dc.description.provenance | Made available in DSpace on 2021-05-19T17:41:57Z (GMT). No. of bitstreams: 1 ntu-109-R06625050-1.pdf: 2372604 bytes, checksum: e24e30dee071cfa4c1aa9915002d5ebc (MD5) Previous issue date: 2020 | en |
| dc.description.tableofcontents | 摘要………………………………………………………………………………….....I
Abstract……………………………………………………………………………..…Ⅱ 第一章 前言…………………………………………………………………………..1 第一節 研究動機與背景……………………………………………………1 第二節 研究問題……………………………………………………………4 第二章 文獻回顧……………………………………………………………………..5 第一節 公民科學……………………………………………………………5 第二節 學習情境模型…………………………………………..…………..7 第三節 公民科學家的參與動機與學習……………………………..…….10 第四節 環保署水環境巡守隊……………………………………………..13 第三章 材料與方法…………………………………………………………………15 第一節 研究程序…………………………………………………………..15 第二節 研究對象…………………………………………………………..16 第三節 資料搜集…………………………………………………………..19 第四節 資料分析方法……………………………………………………..23 第五節 河川生態監測培訓課程內容……………………………..………24 第六節 研究限制…………………………………………………………..28 第四章 研究結果……………………………………………………………………31 第一節 參與課程學員基本資料…………………………………………..31 第二節 參與動機…………………………………………………….…….33 第三節 學習歷程…………………………………………………………..46 第四節 學習產出…………………………………………………………..55 第五章 研究討論……………………………………………………………………73 第一節 參與動機…………………………………………………………..73 第二節 學習歷程…………………………………………………….…….74 第三節 學習產出…………………………………………………………..75 第四節 研究建議…………………………………………………………..77 第六章 研究結論……………………………………………………………………79 參考文獻……………………………………………………………………………..81 | |
| dc.language.iso | zh-TW | |
| dc.title | 探討水環境巡守志工參與河川生態監測培力的動機、學習歷程與學習產出 | zh_TW |
| dc.title | Exploring the participants’ motivation, learning process and outcome of river patrol volunteer groups | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 108-1 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 范致豪,方偉達 | |
| dc.subject.keyword | 公民科學,學習情境模型,參與動機,學習過程,學習產出, | zh_TW |
| dc.subject.keyword | citizen science,contextual model of learning,motivation,learning process,learning outcome, | en |
| dc.relation.page | 88 | |
| dc.identifier.doi | 10.6342/NTU201904356 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2020-02-11 | |
| 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 |
| dc.date.embargo-lift | 2025-02-17 | - |
| 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-109-1.pdf | 2.32 MB | Adobe PDF | 檢視/開啟 |
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