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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 劉康慧 | zh_TW |
| dc.contributor.advisor | Helen K. Liu | en |
| dc.contributor.author | 林談雅 | zh_TW |
| dc.contributor.author | Tanya Ling Bell | en |
| dc.date.accessioned | 2024-08-07T17:02:03Z | - |
| dc.date.available | 2024-08-08 | - |
| dc.date.copyright | 2024-08-07 | - |
| dc.date.issued | 2024 | - |
| dc.date.submitted | 2024-07-27 | - |
| dc.identifier.citation | AERA Council (2011). AERA code of ethics: American educational research association. Educational Researcher, 40(3), 145-156.
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Environmental Education—Online Program & Test. https://www.heeact.edu.tw/1216/1224/1232/40490/59355/ 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, 37-48. doi:10.3200/JOEE.35.2.37-48 Hsu, Y.-H. (2017). Learning Beyond Schools: Nonformal Environmental Education in Taiwan. 環境教育, 26(4), 4_33-38. doi:10.5647/jsoee.26.4_33 Hungerford, H., Peyton, R. B., & Wilke, R. J. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42-47. ISSP Research Group (2019). International Social Survey Programme: Environment III - ISSP 2010. In: GESIS Datenarchiv, Köln. ZA5500 Datenfile Version 3.0.0, https://doi.org/10.4232/1.13271. ISSP Research Group (2022). International Social Survey Programme: Environment IV - ISSP 2020. In: GESIS, Cologne. 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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/93753 | - |
| dc.description.abstract | 在過去的五十年裡，越來越多的共識認為需要集體努力來應對人為引起的氣候變遷。自2011年6月5日起，環保署（EPA）將環境教育（EE）當成推動社會變革的方法並納入國家法律。這項政策名為《臺灣環境教育法》（TEEA），旨在通過獎勵、命令和資源動員來促進環境教育，同時團結各種從業人員，以實現行為改變和可持續發展性。然而，調查數據顯示，儘管已經實施了十多年，TEEA並未顯著改變一般民眾的多項環保行為。通過利益相關者分析和情景式訪談，本研究旨在進一步了解TEEA的成果，以及它如何支持和加強臺灣的環境教育。最後，研究將確認出在未來環境教育政策的制定中應考慮的因素。 | zh_TW |
| dc.description.abstract | Growing consensus within the past fifty years has identified the urgent need for collective efforts to tackle human-induced climate change. The pervasiveness of environmental education (EE) as a means to drive social change in Taiwan has been maintained as a national law by the Environmental Protection Agency (EPA) since June 5th, 2011. Entitled the Taiwan Environmental Education Act (TEEA), this policy aims to promote EE and unite diverse practitioners through a system of incentives, mandates, and resources, to achieve behavioural change and sustainability at large. However, survey data reveals that despite over a decade in operation, the TEEA is not accompanied with a significant change in several pro-environmental behaviours of the general public. Using stakeholder analysis and scenario-based interviews, this research seeks to further understand what has the TEEA achieved, and how does it support and enhance the delivery of EE in Taiwan. Lastly, it will determine what factors should be considered in the development of future EE policy. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2024-08-07T17:02:03Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2024-08-07T17:02:03Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | Acknowledgements ii
Abstract (中文) iii Abstract (English) iv Chapter 1: Introduction 1 1.1 Terminology 2 1.2 Research Background 3 1.3 Research Aims and Questions 4 1.4 Research Value and Motivation 6 Chapter 2: Literature Review 7 2.1 The History of Environmental Education 7 2.11 Educating for the Environment 8 2.12 Empowering Environmental Education 9 2.13 Environmental Education and Sustainability 10 2.14 Legislating Environmental Education 11 2.2 Theorising Environmental Education Policy 17 2.21 Policy Instruments: Theory of Planned Behaviour 18 Chapter 3: Methodology 20 3.1 Research Design and Framework 20 3.2 Pilot Study 20 3.21 Pilot Study Participants 21 3.3 Stakeholder Analysis 21 3.31 Subjects of Research 23 3.4 Research Aim 1: Assessing the Impact of the TEEA 23 3.41 Data Sources 24 3.42 Variable Selection 24 3.43 Demographic Characteristics 25 3.44 Statistical Analysis 25 3.5 Research Aim 2: Identifying the Outcomes of TEEA-Facilitated Programs 26 3.51 Participants 26 3.52 Scenario-based Interview 27 3.53 SWIMS and Claims Analysis 28 3.6 Research Aim 3: Exploring the Potential Contributions of EE Entities 29 3.61 Critical Factors: The Six-Sector and Seven Questions Approach 30 3.7 Research Conduct and Ethics 30 Chapter 4: Environmental Education Policy as a Promotional Tool 32 4.1 Research Aim 1: Assessing the Impact of the TEEA 32 4.11 Change in Environmental Attitudes and Values 32 4.12 Pro-Environmental Behaviour 34 4.13 Invalid responses 35 Chapter 5: Program Outcomes and Potential 36 5.1 Current Scenario: Organisational Context 36 5.2 Current Scenario: Outcomes 38 5.4 Envisioned Scenario: Potential 41 5.3 Critical Factors: Present 42 5.31 Economy 42 5.32 Environment 44 5.33 Culture 46 5.34 Demography 48 5.35 Governance 50 5.36 Technology 52 5.4 Critical Factors: Future 53 Chapter 6: Discussion 58 6.1 Outcomes vs. Potential (Research Question 1) 58 6.11 Enhancing Program Performance 61 6.2 TEEA Development and Reform (Research Question 2) 63 6.21 Incentives, Mandates and Resources 63 6.22 Formal, Non-Formal and Informal EE 65 6.23 EE as a Public Service, Business, or Ideology 67 6.24 Policy Recommendations 67 6.3 Considerations for Future EE (Research Question 3) 70 6.31 Governance 70 6.32 Demography 71 6.33 Economy 71 6.34 Culture 72 6.35 Environment 73 6.36 Technology 74 6.37 Strategic Approaches by Targets 74 Chapter 7: Conclusion 77 References 79 Appendices 84 Appendix A – ISSP Environment 2010 and 2020 Survey Variables and Questions 84 Appendix B – Scenario-based Interview Guide 85 Appendix C – SWIMs and Claims Analysis Coding 86 Appendix D – Statistical Analysis Outputs for ISSP Environment 2010 and 2020 87 Appendix E – Pro-Environmental Behaviour: Irregular Action and Inaction 88 Appendix F – Invalid Responses by Survey Year and Variable Theme 89 | - |
| dc.language.iso | en | - |
| dc.subject | 環境教育政策 | zh_TW |
| dc.subject | 臺灣環境教育法 | zh_TW |
| dc.subject | 行為改變 | zh_TW |
| dc.subject | 政策評估 | zh_TW |
| dc.subject | Taiwan Environmental Education Act | en |
| dc.subject | behavioural change | en |
| dc.subject | environmental education policy | en |
| dc.subject | policy evaluation | en |
| dc.title | 評估台灣環境教育法:對未來政策的考量 | zh_TW |
| dc.title | Assessing the Taiwan Environmental Education Act: Considerations for Future Environmental Education Policy | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 112-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 胡哲明;方偉達;丁照棣 | zh_TW |
| dc.contributor.oralexamcommittee | Jer-Ming Hu;Wei-Ta Fang;Chau-Ti Ting | en |
| dc.subject.keyword | 環境教育政策,臺灣環境教育法,行為改變,政策評估, | zh_TW |
| dc.subject.keyword | environmental education policy,Taiwan Environmental Education Act,behavioural change,policy evaluation, | en |
| dc.relation.page | 89 | - |
| dc.identifier.doi | 10.6342/NTU202402244 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2024-07-30 | - |
| dc.contributor.author-college | 共同教育中心 | - |
| dc.contributor.author-dept | 生物多樣性國際碩士學位學程 | - |
| 顯示於系所單位： | 生物多樣性國際碩士學位學程 | |
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