探究羅東自然教育中心住宿型環境教育方案學童之學習過程─以「小腳ㄚ走濕地」營隊活動為例
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2015
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本研究主要是透過羅東自然教育中心所辦理的小腳ㄚ走濕地營隊活動來探討學員經過營隊活動之後，其在營隊的學習過程中所獲得的學習經驗是什麼？學員如何學習？如何促進學習？藉由探討學員在真實且自然的環境下所獲得的第一手學習經驗，探究學童在其中的學習過程，以及對這些學習經驗的回饋。本研究採用質性研究方法，透過蒐集16名參與營隊學員的訪談資料、參與觀察紀錄、文件檔案等資料，瞭解學員們在營隊過程中的學習經驗，並分析結果以瞭解營隊課程如何促進學員的學習，期能提供未來環境教育相關營隊活動規劃與修正之參考與依據。
研究結果可分成三部分：一、學童在營隊中的學習經驗與學習過程部分，研究發現營隊提供學員豐富的學習經驗，並且幫助學員實地去認識與感受河川的環境，且這些學習經驗能促進學員的環境覺知發展與社會互動、影響學員對生物的同理心及情感，而研究中所使用的Griffin參與在學習過程中指標則有助於了解學員的學習過程；二、促進在環境中學習的因素部分，結合真實經驗的遊戲學習、引導者的教學經驗與技巧、合作學習，這三項研究發現對於學員在環境中的學習扮演著重要的角色；三、其他的研究發現部分，研究發現營隊的設計符合以經驗為基礎的五項教學方法原則，但學員在對學習經驗的反思是不足的，研究也發現自由時間的探索，能創造學員體驗不一樣學習經驗的機會。
This study is focused on exploring summer camp student’s learning experiences in Luodong nature center. It is focused on how they to gain the learning experiences? Students how to learn? How to promote learning in the learning process? The researcher investigate student’s learning process and in response to the learning experiences by discussing the first-hand learning experience of Students in the real river environment. This study uses qualitative research methods to collect interviews data, participant’s observation records and documents data by collecting 16 students which participate in summer camp. This data let researcher understand student’s learning experiences, analyze these datas to discover student’s learning and provide the basis of program modification in future. The results can be divided into three parts: First, about the student’s learning experience and learning process in the summer camp, the researcher found that the summer camp offer students rich learning experience to help students recognize and feel the river environment, and to promote environmental awareness and the development of social interaction, and to affect students' feelings and emotional empathy for the creature. The researcher also found that the Griffin’s learning process indicators can help researcher to understand the students how to learn. Second, the researcher found that combination of real-life experiences of the game, the guide’s teaching experience and skills and cooperative learning are playing an important role to promoting the learning in the environment. Third, the camp’s design meet the five principles of teaching methods based on the experience, the reflection of the learning experience is inadequate, and the exploration of free time are the other findings of the study.
This study is focused on exploring summer camp student’s learning experiences in Luodong nature center. It is focused on how they to gain the learning experiences? Students how to learn? How to promote learning in the learning process? The researcher investigate student’s learning process and in response to the learning experiences by discussing the first-hand learning experience of Students in the real river environment. This study uses qualitative research methods to collect interviews data, participant’s observation records and documents data by collecting 16 students which participate in summer camp. This data let researcher understand student’s learning experiences, analyze these datas to discover student’s learning and provide the basis of program modification in future. The results can be divided into three parts: First, about the student’s learning experience and learning process in the summer camp, the researcher found that the summer camp offer students rich learning experience to help students recognize and feel the river environment, and to promote environmental awareness and the development of social interaction, and to affect students' feelings and emotional empathy for the creature. The researcher also found that the Griffin’s learning process indicators can help researcher to understand the students how to learn. Second, the researcher found that combination of real-life experiences of the game, the guide’s teaching experience and skills and cooperative learning are playing an important role to promoting the learning in the environment. Third, the camp’s design meet the five principles of teaching methods based on the experience, the reflection of the learning experience is inadequate, and the exploration of free time are the other findings of the study.
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住宿型環境教育方案, 學習經驗, 學習過程, residential outdoor environmental education programs, learning experiences, learning process