石門水庫集水區水資源議題環境教育-以國小三年級進行環境-科學-技術-社會(E-STS)教學為例

Abstract

本研究主要目的在探討實施以「石門水庫集水區水資源議題環境教育」的E-STS教學，對於國小三年級學生在環境覺知、知識、態度、行為的影響，以及學生對E-STS教學方式之感受。 研究者以台北縣某國小三年級學童為研究對象，研究採用質性研究方法，輔以量化問卷的方式，進行資料的蒐集與詮釋，蒐集的資料包括教學省思札記、觀察日誌、小組報告、錄音、訪談資料等，並以自編之問卷與量表為研究工具，在教學活動前、後進行評測，並將前測、後測資料進行統計分析。研究結果顯示： 1.以石門水庫集水區水資源議題為主的E-STS教學，學生對於石門水庫與相關的環境議題有較深入的了解，在環境覺知、環境知識、環境態度量表上，後測的分數比前測高，且達顯著效果，但在環境行為量表上，有正面的成效但未達顯著效果。 2.在E-STS教學之後，在環境方面，學生態度從節約用水，擴大為愛護集水區水資源環境；在科學方面，對於集水區的生態環境知識增加；在技能上，合作學習與討論能提出解決環境問題的策略；在社會方面，體會不同的角色有其想法以及立場，並學習價值的判斷，也學習尊重不同的立場和看法。 3.在進行E-STS教學過程中，教師運用多元的教學方式，例如：多媒體教學、小組討論、角色扮演，能提升學生對於研究主題的興趣。 4.在教師教學方面，教師在E-STS教學歷程中建立E-STS的教學理念，提升教師蒐集及統整環境議題資料、教學設計能力以及教學技巧。 最後研究者根據研究結果及發現做一綜合論述，以作為教師未來教學及研究的參考。

The purpose of this research is to investigate the E-STS(Environment-STS) instruction on the environmental issues of Shihmen Reservoir Watershed water resources. The effects of the 3rd grade students in elementary school toward environmental awareness, knowledge, attitude and behavior. And the discussion of the influence on E-STS integrated course of environmental issues of this E-STS environmental course. The research are consists of 27 students from an elementary school in Taipei County. This study adopts mixed qualitative and quantitative methods. Students were given the self-made questionnaire to evaluate before and after teaching. Data are collected from studying diary, the observer’s recordings , student’s work sheets and interviewed information. The result after the analysis of data are listed below: 1. It stands significant difference on students' environmental awareness, knowledge and environmental attitude between the Pre-test and Post-test. However, there is no significant difference on environmental action. 2. After the E-STS curriculum, (a)In the aspect of Environment, students’ attitudes of water consumption is more economically.(b)In the aspect of Scinece, students’ knowledge about ecological and cultural is improved.(c)In the aspect of technology, cooperative learning can inspire the strategy to solving environment problems.(d)In the aspects of society, students can learn value judgement and respect different view of points through role play activity. 3. In the process of the E-STS curriculum, teacher uses different teaching methods like Multimedia Instruction, cooperative learning, Role-play to improve student's interests in studing. 4. To the benefit of teacher, teacher can establish and improve the ability of collecting the related environmental information, curriculum design, teaching skills. Based on the findings, we found students can be cultivated to a person bearing the knowledge and attitude toward caring Shihmen Reservoir Watershed.