生物多樣性概念於校園環境教育之作法—以國際珍古德教育及保育協會綠拇指計畫為例
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2018
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本研究探討以生物多樣性概念於校園進行環境教育活動的作法，透過文件分析、參與觀察、網路問卷及半結構性訪談，調查學校教師參與國際珍古德教育及保育協會綠拇指計畫的實施狀況與作法。本研究主要以立意取樣的方式，藉由問卷調查2013至2016年內參與過綠拇指計畫的學校教師，共得到52份有效問卷，回覆率為76.8%，其中選擇11位實際參與綠拇指計畫的教師、1位贊助單位代表及1位綠拇指計畫講師共13位為訪談對象，瞭解教師參與綠拇指計畫的動機、實施狀況及建議。綠拇指計畫運用臺灣在地原生種植物，鼓勵並協助校園營造綠拇指園地，除美化校園景觀，也可為其它生物提供棲息的家園，促進校園生物多樣性，以生物多樣性概念在校園營造一個環境場域。歸納及分析蒐集的文件資料、實地參與觀察的紀錄，結合問卷及訪談，本研究結果分析指出：大多數教師參與綠拇指計畫的原因，是因為認同根與芽計畫的理念與目標。參與綠拇指計畫的根與芽小組組成形態及年級以國小中、高年級的班級為多。多數教師認為學校是推廣環境教育很適合的場域，綠拇指計畫提供了良好的環境教育行動經驗等，有很多環境議題可以帶學生一起去學習。參與綠拇指的教師們最希望能提供專業講師諮詢，其次是提供環境教育的教材與教法、提供免費資源及相關環境教育資訊等。建議方面，則以有關種植場地及後續維護困難為主，希望協會能夠協助管理。參與綠拇指計畫後，教師們延伸出許多後續的環境教育活動，就關懷環境、動物、社區三個面向來說，以關懷環境為最多，其次為關懷動物及關懷社區。本論文探究教師透過綠拇指計畫，延伸出未來可於校園內執行的環境教育作法，以做為爾後於校園實施環境教育的參考方向，亦可提供政府及各民間團體推動環境教育的依據。
This study explores the usage of biodiversity concept in environmental education activities on campus. Methods include document analysis, participation observation, online questionnaires and semi-structured interviews, surveys of the implementation status and practices of teacher participants in the Green Thumb Project (GTP) of International Jane Goodall Education and Conservation Association. This study mainly focuses on purposive sampling in which interviews were conducted with school teachers who participated in the GTP from 2013 to 2016. In total 13 were interviewed, including 11 teachers who were actual GTP participants, one vendor and one GTP instructor to understand their motivation, implementation status and suggestions. The GTP encourages and assists campuses to create a Green Thumb Garden using Taiwan's native plant species. Apart from beautifying the landscape, these gardens can provide habitats for other organisms, thereby promoting biodiversity on campus. Below are the main results gathered from summarizing and analyzing collected documents and field observations in combination with questionnaires and interviews: Most teachers participate in the GTP because they share the philosophy and goals of the Roots& Shoot Program. The students of the Roots & Shoots Program are mostly from middle to upper grade levels in elementary schools. Most teachers think of schools as a suitable place to promote environmental education. The GTP provides good experiences of teaching environmental education. There are many environmental issues that teachers can lead students to study. Teachers who are GTP participants mostly want to gain professional advices from instructors, followed by teaching materials and methodsof environmental education methods, and free resources and related environmental education information. In terms of recommendations, teachers thought planting site management and the subsequent maintenance to be the most challenging problem. It is hoped that the Association can provide relevant assistance in the future. After participating in the GTP, the teachers followed up with many derivative environmental education activities that primarily focused on caring for the environment, followed by animals and lastly the community. This paper explores how teachers can use the GTP to expand practices of environmental education, which can be implemented on campus in the future. These findings can serve as reference for government and non-government organizations on ways to promote environmental education.
This study explores the usage of biodiversity concept in environmental education activities on campus. Methods include document analysis, participation observation, online questionnaires and semi-structured interviews, surveys of the implementation status and practices of teacher participants in the Green Thumb Project (GTP) of International Jane Goodall Education and Conservation Association. This study mainly focuses on purposive sampling in which interviews were conducted with school teachers who participated in the GTP from 2013 to 2016. In total 13 were interviewed, including 11 teachers who were actual GTP participants, one vendor and one GTP instructor to understand their motivation, implementation status and suggestions. The GTP encourages and assists campuses to create a Green Thumb Garden using Taiwan's native plant species. Apart from beautifying the landscape, these gardens can provide habitats for other organisms, thereby promoting biodiversity on campus. Below are the main results gathered from summarizing and analyzing collected documents and field observations in combination with questionnaires and interviews: Most teachers participate in the GTP because they share the philosophy and goals of the Roots& Shoot Program. The students of the Roots & Shoots Program are mostly from middle to upper grade levels in elementary schools. Most teachers think of schools as a suitable place to promote environmental education. The GTP provides good experiences of teaching environmental education. There are many environmental issues that teachers can lead students to study. Teachers who are GTP participants mostly want to gain professional advices from instructors, followed by teaching materials and methodsof environmental education methods, and free resources and related environmental education information. In terms of recommendations, teachers thought planting site management and the subsequent maintenance to be the most challenging problem. It is hoped that the Association can provide relevant assistance in the future. After participating in the GTP, the teachers followed up with many derivative environmental education activities that primarily focused on caring for the environment, followed by animals and lastly the community. This paper explores how teachers can use the GTP to expand practices of environmental education, which can be implemented on campus in the future. These findings can serve as reference for government and non-government organizations on ways to promote environmental education.
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生物多樣性, 綠拇指計畫, 國際珍古德教育及保育協會, 根與芽, Biodiversity, Green Thumb Project, the Jane Goodall Institute, Roots & Shoots