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http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97437Full metadata record
| ???org.dspace.app.webui.jsptag.ItemTag.dcfield??? | Value | Language |
|---|---|---|
| dc.contributor.advisor | 劉奇璋 | zh_TW |
| dc.contributor.advisor | Chi-Chang Liu | en |
| dc.contributor.author | 鄒心寧 | zh_TW |
| dc.contributor.author | Hsin-Ning Tsou | en |
| dc.date.accessioned | 2025-06-18T16:08:00Z | - |
| dc.date.available | 2025-06-19 | - |
| dc.date.copyright | 2025-06-18 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-06-02 | - |
| dc.identifier.citation | (一) 中文文獻
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Dublin, R., Sigman, M., Anderson, A., Barnhardt, R., & Topkok, S. A. (2014). COSEE-AK ocean science fairs: A science fair model that grounds student projects in both Western science and traditional Native knowledge. Journal of Geoscience Education, 62(2), 166–176. Epenesa, E., & Neal, N. (2023). The impact of globalization on Samoa’s education system: Cultural integration and educational transformation. World Journal of Educational Research. Freire, E., Pérez, V., Blanco, S., & Cidrás, S. (2024). Creative place-based education: Thinking, creating and inhabiting a commonplace with children. International Journal of Education Through Art. Gill, S. E., Marcum-Dietrich, M., & Becker-Klein, R. (2014). Model my watershed: Connecting students’ conceptual understanding of watersheds to real-world decision making. Journal of Geoscience Education, 62(1), 61–73. Greenwood, D. (2010). Place-based education: Grounding culturally responsive teaching in geographical diversity. In G. A. Smith & D. Sobel (Eds.), Place- and community-based education in schools (pp. 137–154). Routledge. Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-based education in the global age: Local diversity. Psychology Press. Hammitt, W. E., Backlund, E. A., & Bixler, R. D. (2006). Place bonding for recreation places: Conceptual and empirical development. Leisure Studies, 25(1), 17–41. Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage. Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 55. Marius, I., Claudiu, F., & Mariana, L. H. (2022). Elements of local identity in the Romanian rural space: Study case Olcea Commune, Bihor County. Revista Română de Geografie Politică, 24(1), 10–21. Max, B. (2022). The importance of using checklists in measuring the comprehensiveness of English teaching materials: A systematic literature review. AJATEL, 13(2), 57–74. Meng, W., Zhang, W., Zeng, Z., Liu, C.-C., & Liu, K.-P. (2023). Not just having fun: Experiential-learning–based school field trips improved local children's mental models of the mangrove nature reserve in Shenzhen, China. People and Nature. Naz, N., Gulab, F., & Aslam, N. (2022). Development of qualitative semi-structured interview guide for case study research. Competitive Social Sciences Research Journal, 3(2), 42–52. Prusov, D. (2024). The globalization context of the development of the export of higher education in the world. Baltic Journal of Legal and Social Sciences, 2024(1), 185–194. Scannell, L., & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of Environmental Psychology, 30(1), 1–10. Simone, T., Gilbert, B., & Mary, G. (2024). Place, empire, environmental education, and the community of inquiry. Journal of Philosophy in Schools, 11(1), 83–103. Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594. Sobel, D. (2004). Place-based education: Connecting classrooms and communities. The Orion Society. Soburov, H. S. (2022). Environmental literacy. In Proceedings of the International Conference on Environmental Studies (pp. 93–126). Somerville, M., Davies, B., Power, K., Gannon, S., & de Carteret, P. (2012). Place pedagogy change. Springer Science & Business Media. Taranath, B. (2023). Local knowledge and its applicability in secondary level classroom instructions. Curriculum Development Journal, 31(45), 178–192. The Global Environmental Education Partnership (The GEEP). (2024). Five goals of environmental education. (pp.27–31). Theobald, P. (2018). Teaching the commons: Place, pride, and the renewal of community. (pp.35–40). Routledge. Theobald, P., & Siskar, J. (2010). Where diversity and community can converge. In G. A. Smith & D. Sobel (Eds.), Place- and community-based education in schools (pp. 197–220). Routledge. United Nations Educational, Scientific and Cultural Organization (UNESCO) & United Nations Environment Programme (UNEP). (1977). Intergovernmental conference on environmental education. Tbilisi, Georgia. United Nations Environment Programme (UNEP). (2024). Environmental education goals and integration into policies. Vander Ark, T., Liebtag, E., & McClennen, M. (2020). Real-world learning: Preparing for what comes next. Getting Smart. Zweber, A., & Leslie, L. (2023). The impact of place-based education on middle school students’ environmental literacy and stewardship. Cogent Education, 10(1). | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97437 | - |
| dc.description.abstract | 本研究旨在探討以地方為基礎的教育課程對國小學童在地知識、在地情感與環境素養之影響。研究對象為新竹縣竹東鎮國小學童，研究者針對竹東地區設計一套具在地特色的課程，課程共八節，內容涵蓋地方自然環境、歷史文化與環境議題等主題。研究透過課程實施前後測問卷、竹東印象地圖及課後回饋單蒐集資料，並採用量化與質性並行的方式進行資料分析。
問卷前後測結果顯示，學生在課程後於在地知識、在地認同與環境素養三個面向皆有顯著提升，質性資料亦進一步支持此結果。竹東印象地圖呈現出學生對課程內容的理解加深與在地關注的擴展，顯示其對家鄉知識的認識提升、情感認同的增強，並開始留意與地方相關的環境議題。課後回饋單則揭示學生在學習歷程中於認知、情感與態度層面的具體轉變，展現從知識獲得、情感連結到產生愛護家鄉的意圖之轉化歷程。 本研究結果驗證了以地方為基礎課程對國小學童在在地知識、在地認同與環境素養培養的正向效益，亦呼應十二年國教課綱強調素養導向、在地關懷與跨領域學習的核心理念。本研究對教育現場實務與課程政策設計具有啟發意義，亦可作為未來相關課程發展與以地方為基礎的教育推動之參考依據。 | zh_TW |
| dc.description.abstract | This study aims to explore the influence of a place-based education curriculum on elementary school students’ local knowledge, local identity, and environmental literacy. The participants were fifth-grade students from an elementary school in Zhudong Township, Hsinchu County. The researcher designed an eight-lesson curriculum specifically tailored to the Zhudong area, covering topics such as local natural resources, historical and cultural development, and environmental issues. Data were collected through pre- and post-course questionnaires, students’ “Zhudong impression maps,” and post-course feedback forms. Both quantitative and qualitative analyses were conducted.The results of the pre- and post-tests indicate that students showed significant improvement in all three dimensions: local knowledge, place identity, and environmental literacy. Qualitative data further supported these findings. The “Zhudong impression maps” revealed students’ deeper understanding of course content and increased attention to local issues, reflecting enhanced knowledge of their hometown, stronger emotional identification, and emerging concern for local environmental topics. The feedback forms demonstrated concrete changes in students’ cognition, emotion, and attitudes throughout the learning process, revealing a transformation from knowledge acquisition and emotional connection to a willingness to care for their community.This study confirms the positive impact of place-based education on elementary school students’ development of local knowledge, place identity, and environmental literacy. It also aligns with the goals of Taiwan’s 12-Year Basic Education Curriculum Guidelines, which emphasize competency-based, locally grounded, and interdisciplinary learning. The findings provide valuable insights for educational practice and curriculum policymaking and serve as a reference for the future development and promotion of place-based education. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-06-18T16:08:00Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-06-18T16:08:00Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 謝詞 I
摘要 II Abstract III 目次 IV 圖次 VI 表次 VII 第壹章 前言 1 第一節 研究背景與動機 1 第二節 研究目的 3 第三節 研究問題 3 第貳章 文獻回顧 4 第一節 以地方為基礎的教育 4 第二節 在地知識 7 第三節 在地認同 8 第四節 環境素養 10 第五節 相關研究 12 第參章 材料與方法 14 第一節 研究對象 14 第二節 課程設計 14 第三節 資料蒐集 15 第四節 資料分析 18 第五節 研究限制 22 第肆章 結果與討論 23 第一節 課程前後測問卷結果探討 23 第二節 竹東印象地圖結果探討 30 第三節 課後回饋單分析 40 第四節 以地方為基礎的教育之未來策略與展望 51 第伍章 結論與建議 53 第一節 結論 53 第二節 建議 54 參考文獻 56 附件 60 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 以地方為基礎的教育 | zh_TW |
| dc.subject | 在地知識 | zh_TW |
| dc.subject | 在地認同 | zh_TW |
| dc.subject | 環境素養 | zh_TW |
| dc.subject | Environmental Literacy | en |
| dc.subject | Place-Based Education | en |
| dc.subject | Local Knowledge | en |
| dc.subject | Place Identity | en |
| dc.title | 以地方為基礎的教育對國小學童在地知識、在地認同與環境素養之影響 | zh_TW |
| dc.title | The Influence of Place-Based Education on Elementary School Students' Local Knowledge,Place Identity and Environmental Literacy | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 張子超;林聖欽 | zh_TW |
| dc.contributor.oralexamcommittee | Tzu-Chau Chang;Shen-Chin Lin | en |
| dc.subject.keyword | 以地方為基礎的教育,在地知識,在地認同,環境素養, | zh_TW |
| dc.subject.keyword | Place-Based Education,Local Knowledge,Place Identity,Environmental Literacy, | en |
| dc.relation.page | 76 | - |
| dc.identifier.doi | 10.6342/NTU202501011 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2025-06-02 | - |
| dc.contributor.author-college | 生物資源暨農學院 | - |
| dc.contributor.author-dept | 森林環境暨資源學系 | - |
| dc.date.embargo-lift | 2025-06-19 | - |
| Appears in Collections: | 森林環境暨資源學系 | |
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| File | Size | Format | |
|---|---|---|---|
| ntu-113-2.pdf | 5.09 MB | Adobe PDF | View/Open |
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