台灣與新加坡環境教育比較研究—以高中生氣候變遷素養為例

Abstract

聯合國（UN）一直在呼籲將氣候變化教育納入學校的必修課，以幫助年輕一代在生理和心理上應對環境和氣候變化問題。 目標是到 2025 年將環境教育作為所有學校教學的一部分。 雖然人們普遍認識到，環境教育在傳授環境知識和培養有利於環境的行為，以建設可持續社會方面發揮著關鍵作用，但正如教科文組織所做的研究所揭示的那樣，將環境教育納入必修課或融入其他學科的步伐令人沮喪地緩慢。 研究還發現，在將環境教育納入課程的國家，對環境教育應涵蓋哪些主題感到困惑或誤解。 鑒於環境、經濟、社會文化和政治背景的差異，每個國家對環境教育戰略、課程設計和成果的重視程度各不相同。 本文研究臺灣和新加坡目前的環境教育對青少年環境素養認知、情感和行為三個核心領域的影響。 研究的目標的之一是評估新加坡現行環境教育教學法、課程和教學方法與臺灣相比的有效性。 其次，使用環境素養水準作為臺灣和新加坡青年氣候適應力和適應能力程度的指標，最後，利用調查結果制定更有效的教學方法和課程設計。 通過有效的環境教育和提高年輕一代的環境素養，將為當地和全球的環境危機提供創新的解決方案。

The United Nations (UN) has been rallying for climate-change education to be made compulsory in school to help younger generation cope with environmental and climate change issues, both physiologically and psychologically. The goal is to have environmental education as part of teaching in all schools by 2025. (UNESCO, 2023) While it is widely recognized that environmental education has a critical role to play in imparting environmental knowledge and cultivating pro-environmental behaviors towards building sustainable society, the pick-up rate for including environment education, whether as a compulsory subject or infused in other subjects, as revealed in the study done by UNESCO, is depressingly slow in many countries. Studies also find in countries that have included environment education in the curriculum, have confusion over or misconception of what topics should be covered in environmental education. This paper studies the environmental education in Taiwan and Singapore, and the impact on youths’ environmental literacy in 3 core domains namely cognitive, affective and behavioral, for the purpose of enhancing the effectiveness of environmental education and raising environmental literacy of youths in these two island countries. One of the goals in this study is to evaluate the effectiveness of the current environmental education pedagogy, curricula and teaching methodology in Singapore as compared to that in Taiwan. The value of this comparison is in the cross-learning of SWOT (strengths, weakness, opportunities, and threats) in the Environmental education programs in Singapore and Taiwan. Secondly, to use environmental literacy level as an indication of the degree of climate resilience and adaptability in Taiwanese and Singaporean youths and lastly, to use the findings to develop more effective methodology and curricula design in environmental education that are relevant to Taiwan and Singapore.