代間學習對學童與家長環境素養轉變之影響：以家庭導向環境教育課程為基礎之混合方法研究

Abstract

本研究旨在探討代間學習融入環境教育課程對學童及家長環境素養多層次轉化之影響。以新北市某國小四年級28名學生及其家長為對象，設計並實施為期二十週的家庭導向環境教育課程，課程內容涵蓋臺灣生態保育、環境污染、氣候變遷與永續生活等議題，並規劃親子共學的家庭任務，促進環境知識的內化與實踐行動的落實。本研究採用質性為主、量化為輔的混合方法研究設計，透過課堂參與觀察、田野筆記及半結構式訪談蒐集親子互動與學習歷程資料，並依據環境素養五大面向進行主題分析。量化部分則依環境素養五大面向設計問卷，針對學童進行課程前後測，評估環境素養之變化趨勢。研究結果顯示，學童與家長於各環境素養面向均有顯著提升，學童在家庭中扮演知識傳遞者角色，促使家長認知與態度產生正向轉變，進而付諸實際環境行動。親子互動品質、課程設計的生活化與參與性，以及學校支持系統，皆為影響環境素養提升的重要因素。質性資料進一步揭示，透過親子共學，雙方不僅強化環境知識的交流，亦深化情感連結與合作學習，為環境行動的持續發展奠定基礎。整體而言，本研究提供以混合方法研究為取徑之代間學習環境教育課程的實證支持，彰顯親子雙向互動在促進環境素養多層次轉化中的關鍵角色。

This study investigates the impact of integrating intergenerational learning into an environmental education curriculum on the multidimensional development of environmental literacy among elementary students and their parents. Participants included 28 fourth-grade students and their parents from a primary school in New Taipei City. A 20-week family-centered program addressing Taiwan’s ecological issues－such as biodiversity conservation, pollution, climate change, and sustainable living－was implemented, incorporating parent-child co-learning assignments to promote knowledge internalization and environmental action. Adopting a Mixed-Methods Research design with a qualitative emphasis, data were collected through classroom observations, field notes, and semi-structured interviews, and analyzed according to five environmental literacy dimensions. Quantitative data, collected via a questionnaire aligned with these dimensions, assessed pre- and post-intervention changes in student literacy. Results indicated significant improvements across all literacy dimensions for both students and parents. Students served as knowledge conduits within their families, fostering positive shifts in parental cognition and attitudes that translated into tangible environmental behaviors. Key factors influencing these outcomes included the quality of parent-child interactions, the curriculum’s contextual and participatory nature, and school support. Qualitative findings further revealed that parent-child co-learning enhanced environmental knowledge exchange, emotional connection, and collaborative learning, laying a foundation for sustained pro-environmental behavior. Overall, this study provides empirical evidence supporting Mixed-Methods Research approaches in intergenerational environmental education and underscores the vital role of bidirectional parent-child engagement in fostering environmental literacy.