以教為學型環境行動教育方案：方案設計和成效評估

Abstract

參與者在開展面向他人的環保倡導或教育行動時，自身也在進行學習。從環境教育的角度，我們可以將參與者的這些環境行動專案，看成是一種對參與者自身進行環境教育的方式，稱它們為以教為學型的環境行動。 這種方式希望參與者在影響他人的過程中自主學習，在主動行動的過程中自主決定形成自己的環境行為，是一種呼應環境教育最終目標（培養能夠表現出環境行為的公民）的教育取徑。參與者在行動中改變社會規範（他人態度與行為），為在根源上解決環境問題提供了機會。因此這種方式也能夠體現環境教育的最終目的（解決環境問題）。在學習過程中，以教為學型環境行動讓參與者去影響他人，通過“教”來激發參與者的自我決定動機，帶動參與者學習。在學習成效上，無論是因學習動機得到激發，還是因參與者對學習內容的精細加工得到提升，都會使參與者收穫更好的學習成效。實際上，參與者的環境領導力（做出行為，樹立榜樣；影響他人，改變社會規範）能夠在實踐行動中得到培養和展現。在行動結束後，這些環境領導力，也能通過參與者自主決定形成的環境行為，而得到延續。 以教為學型環境行動是一種具有潛力的環境教育模式。我的研究探討如何設計這類教育方案，以促進學習者的環境學習或成長。我希望通過建構一些模式，來幫助當前及未來環境教育者設計此類方案，也希望通過建構這類方案的作用機理，來幫助理解這類方案的教育成效及其成因，為方案設計提供理論依據。 我選擇珍古道爾（中國）研究會根與芽環境教育項目北京辦公室，作為主要研究場域。研究參與者為：根與芽大學生項目設計競賽簽名護鯊方案的兩位項目協調員（方案設計者）、各參賽大學生團隊的34位核心成員（方案參與者）和參與臺灣大學《環境教育教材教法》課程“野生動物保育”主題進班教學的27位國小六年級學生（專案受眾）。我通過質性訪談，去瞭解方案設計者如何設計以教為學型環境行動教育方案、方案參與者在方案中得到怎樣的收穫。另外，我通過前後測繪畫的方式，質性地評估專案受眾的學習成效，並將結果與前兩個研究的結果相互補充。我採用紮根理論的編碼程序對資料進行主題式分析，建構出設計以教為學型環境行動教育方案的模式，以及這種方案對培養環境領導力的作用。 對於方案設計，我整合了專案本位的學習、行動能力學習過程、學習的脈絡模式這三種視角，並結合環境教育的目標和目的，來指引設計以教為學型環境行動教育方案。其中，專案本位的學習用於把握方案的概念與特點，行動能力學習過程用於引導方案的過程與步驟，學習的脈絡模式用於厘清方案的細節與要點。研究結果顯示出，方案設計者潛在使用了這些理論設計以教為學型環境行動教育方案，而且在實踐中將學習的脈絡模式進一步發展，成為涵蓋引起與維持動機、選擇與控制、挑戰與支持、獲取與傳播知識、獲取與實踐技能、組內互動、組間互動、組外互動、社會議程與熱點、知識建構與批判、教育形式與內容、物資、真實情境、團隊/關係、分享會/報告、紀念品/證書等16個影響因素/脈絡的模型。 對於成效評估，我們認為護鯊項目是參與者的一段自傳體記憶，展演出指引功能、社會功能、自我功能等學習成效。這些成效包括：達成環境教育的五大目標（覺知、知識、技能、態度、行為），通過回憶和分享記憶來增加積極的社會規範，以及獲得多樣的個人成長（自我效能、自尊、特質、愛好、理想）。同時，我們建構了這些成效與環境教育最終目標（形成自己的環境行為）以及最終目的（改變社會規範）之間的關係，討論在環境教育成效評估時考慮這些社會功能和自我功能的意義。我們認為，採用這種方法，將能幫助我們浮現性地建構方案成效，評估解放型的環境教育方案，以應對棘手的環境問題。 對於受眾的學習成效，我們的案例顯示出，課程給專案受眾對野生動物的態度帶來了積極的改變。這顯示出以教為學型環境行動教育方案中參與者設計的行動專案對其受眾產生了積極的學習成效。與前兩項研究結果結合在一起，表示這種環境教育策略，不僅能夠帶來參與者的積極成長，也能夠帶來受眾的積極改變。 雖然仍需進一步探究參與者在方案結束後，如何自主做出環境行為、如何支持他們做出這些行為、這些行為如何帶來的社會規範變革，以及這些行為和變革與方案之間具有怎樣的關係，但是我們可以看到以教為學型環境行動教育方案引起了從參與者到受眾的連續積極改變，是一種具有潛力的環境教育模式。

A participant of an environmental-action project that is designed by the participant themself and aimed at advocating or educating their audiences to protect the environment is also learning from the project of their own. In the perspective of environmental education, we can consider the environmental-action project as an approach to educate the participant themself, and name it as a learning-by-teaching environmental-action. This approach expects the participants to autonomously learn in the active action process of educating or influencing others, forming their self-determined environmental behaviors. It echoes the ultimate objective of environmental education which is to cultivate responsible environmental citizens who can perform pro-environmental behaviors. The participants in their actions have the opportunity to change negative social norms (i.e., others' negative attitudes and behaviors) toward the environment, creating a change to tackle the root of environmental problems, which makes the approach to be in line with the ultimate goal of environmental education. In the process of learning, learning-by-teaching environmental-action programs allow participants to influence others. This desire of teaching can improve participants' self-determination motivation and then motivate them to learn. As to the learning outcomes, both the promoted motivation of learning and the enhanced elaboration of the learning contents can make the learning outcomes more flourishing for the participants. In fact, the participants' environmental leadership (i.e., preforming environmental behaviors and set them as models, and influencing others to change social norms) can be cultivated and demonstrated in these environmental-actions. After an action finished, their environmental leadership can also be sustained through the environmental behaviors that the participants themselves decide to form. In this study, I explored how to design and evaluate this promising environmental education approach and constructed some models and theories to facilitate its program design and outcome evaluation. I chose the Beijing office of Roots & Shoots program (R&S) as the main research setting. The research participants were: the two coordinators (program designers) of a No Shark Fin (NSF) program of R&S, 34 core members of environmental-action teams of NSF (program participants), and 27 urban pupils (project audiences) from a public elementary school in Taipei city who participated in a wild animal conservation education lesson design by a team of college students from the Pedagogy and Curriculum Design in Environmental Education course in the National Taiwan University. Through qualitative interviews, I generated data about how the program designers designed a learning-by-teaching environmental-action program, and data about how the program participants constructed their learning outcomes of the program. In addition, I designed pre- and post-lesson drawing assessments to evaluate the project audiences' learning outcomes for complementing the results the two former studies. I adopted a coding procedure based on grounded theory to conducted thematic analysis and constructed models for understanding the design of learning-by-teaching environmental-action programs and their outcomes on cultivating environmental leadership. As to the program design, I integrated theories of environmental education objectives and goals, project-based learning, action competence learning process, and Contextual Model of Learning to guide the design of learning-by-teaching environmental-action programs. Project-based learning was used to grasp the concept and characteristics of the approach. Action competence learning process was used to guide the process and steps of the approach. Contextual Model of Learning was used to clarify the details and key points of the approach. The results showed that the designer may use these theories to design their programs, and further developed the Contextual Model of Learning into a sixteen-property model, which contained encouragement and maintain of motivation, choice and control, challenge and support, gaining and spreading of knowledge, acquirement and practicing of skills, intragroup interaction, intergroup interaction, outgroup interaction, social agenda and hot issues, constructionism and criticism, education forms and contents, materials, authentic circumstances, teamwork/relationships, sharing sessions/project reports, and souvenirs/certificates. As to the outcome evaluation, we regarded the NSF experiences of participants as their autobiographical memories. We constructed the participants' learning outcomes through the exploration of autobiographical memory functions (AMFs). We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of environmental education, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective (forming one's own environmental behaviors) and goal (changing negative social norms toward the environment) of environmental education and explained the significance of considering social and self AMFs when evaluating the outcomes of environmental education. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems. As to the learning outcomes of project audiences, our case showed that the lesson brought about positive changes in the audience's attitude towards wild animals. This indicated that the action project designed by the participants in the learning-by-teaching environmental-action program generated positive learning outcomes for the audiences. Combined with the results of the previous two studies, this environmental education approach can bring about not only positive growth of program participants, but also positive changes of project audiences. Although it needs further exploration about how participants perform their autonomous environmental behaviors after the program, how they are supported to perform these behaviors, how these behaviors bring about transformations in social norms, and how these behaviors and transformations are related to the program, we have already seen the signs that the learning-by-teaching environmental-action program has caused positive changes in their participants and audiences, which means it is a promising environmental education approach.