請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97714完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 劉奇璋 | zh_TW |
| dc.contributor.advisor | Chi-Chang Liu | en |
| dc.contributor.author | 朱天愛 | zh_TW |
| dc.contributor.author | Tien-Ai Chu | en |
| dc.date.accessioned | 2025-07-11T16:18:39Z | - |
| dc.date.available | 2025-07-12 | - |
| dc.date.copyright | 2025-07-11 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-07-01 | - |
| dc.identifier.citation | 中文部分
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97714 | - |
| dc.description.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。 | zh_TW |
| dc.description.abstract | 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. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-07-11T16:18:39Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-07-11T16:18:39Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 謝辭 i
摘要 ii Abstract iii 目次 v 圖次 vii 表次 viii 第壹章、前言 1 第一節 研究動機 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 什麼是「代間學習」 4 第二節 社會學與教育心理學觀點下的代間學習 6 第三節 環境教育 8 第四節 環境教育領域代間學習的實證案例與研究缺口 12 第參章、材料與方法 14 第一節 研究對象 14 第二節 研究工具 15 第三節 資料分析方法 26 第四節 研究限制 28 第肆章、研究結果 30 第一節 課程執行整體情況 31 第二節 代間學習環境教育課程對學童環境素養之成效 38 第三節 代間學習環境教育課程中家庭任務對家長環境素養之影響 47 第四節 影響學童與家長環境素養發展的因素探討 53 第五節 學童與家長對課程的回饋與感受 62 第伍章、研究討論 66 第一節 代間學習環境教育課程對學童與家長環境素養之影響 66 第二節 親子互動模式與學習參與模式之互動關係探討 70 第三節 影響受訪學童環境素養發展與變化的因素 72 第四節 影響受訪家長環境素養發展與變化的因素 76 第陸章、結論與建議 81 第一節 研究結論 81 第二節 未來展望與建議 83 第柒章、參考文獻 86 中文部分 86 英文部分 87 附錄 91 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 環境素養 | zh_TW |
| dc.subject | 混合方法研究 | zh_TW |
| dc.subject | 親子共學 | zh_TW |
| dc.subject | 環境教育 | zh_TW |
| dc.subject | 代間學習 | zh_TW |
| dc.subject | mixed-methods research | en |
| dc.subject | intergenerational learning | en |
| dc.subject | environmental education | en |
| dc.subject | parent-child co-learning | en |
| dc.subject | environmental literacy | en |
| dc.title | 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 | zh_TW |
| dc.title | Intergenerational Learning and the Transformation of Environmental Literacy in Students and Parents: A Mixed-Methods Study of Family-Based Environmental Education | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 官晨怡;劉思岑 | zh_TW |
| dc.contributor.oralexamcommittee | Chen-I Kuan;Shih-Tsen Liu | en |
| dc.subject.keyword | 代間學習,環境教育,親子共學,環境素養,混合方法研究, | zh_TW |
| dc.subject.keyword | intergenerational learning,environmental education,parent-child co-learning,environmental literacy,mixed-methods research, | en |
| dc.relation.page | 133 | - |
| dc.identifier.doi | 10.6342/NTU202501388 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2025-07-02 | - |
| 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 | 2025-07-12 | - |
| 顯示於系所單位： | 森林環境暨資源學系 | |
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