國小五年級學生環境價值觀與社會性科學議題抉擇之研究—以內湖及平溪區國小為例

Abstract

社會性科學議題近年廣受社會大眾以及教育者的關心。科學與技術日新月異且持續不斷進步，衍生出相對問題。此時人們便開始思考究竟怎樣做才可以兩全其美的解決問題。社會性科學議題的精神所在，是各方持著自己的看法意見時，同時也要聆聽不同的看法與意見，學習用全盤性的思考來看待議題。本研究旨在探討國民小學五年級學生的環境價值觀與社會性科學議題抉擇的研究，探討不同地區的學生在環境價值觀上是否有所不同？探討不同地區的學生在社會性科學議題的抉擇上是否相關？以及不同環境價值觀與社會性科學議題的抉擇是不是有所不同？本研究設計採用敘述性研究設計，研究對象為新北市平溪區國小五年級學生與臺北市國小五年級學生，共41位。環境價值觀問卷採用2000年由Dunlap等人修訂的「新生態典範量表」中文版，社會性科學議題問卷則是本研究自行設計議題內容與問題。研究結果發現：一、都市型學校的學生與鄉村型學校的學生在環境價值觀上是有不同；二、不同地區的學生在回答社會性科學議題時是有關聯的；三、具不同環境價值觀的學生其社會性科學議題的回答並無差異。本研究建議將社會性科學議題帶入國小課室，讓學生從小培養議題抉擇和問題解決的能力。

Socio-scientific issues have been concerned by the public and the education in recent years. Science and technology have been changing and progressing for the past few years, which has caused related problems. At this time, people have begun to think about what can be done to have the best of both worlds. While thinking about how to solve the problems. The spirit of socio-scientific issues that all parties hold their own opinions, they must also accept different views and opinions from others so as to concern the issues by thinking in a comprehensive way. The purposes of this study were to investigate the environmental values and socio-scientific issues decision-making of students in upper elementary grades. The research problem is, first, to know whether students in different regions have different environmental values; secondly, to know whether students in different regions make different choices on the given socio-scientific issue; and thirdly, to know whether students with different environmental values would make different choices on the issue. This study adopted the descriptive research design. The investigation was conduceted with 41 fifth graders in the elementary school in The New Taipei city Pingxi district (n = 16) and The Taipei city (n = 25). The environmental values questionnaire adopted the the “New Environmental Paradigm Scale” developed by Dunlap et al in 2000. The socio-scientific issue questionnaire, using the Pingxi Sky Lantern Festival as scenario, was designed by the researcher of this study. The findings of the study indicate that: 1) the environmental values are different between urban school students and rural school students; 2) there was a correlation between different regions representing students’ relevance to the issue and their socio-scientific issue choices; and 3) students with different environmental values do not show differences in answers to the socio-scientific issue. It is suggested that socio-scientific issues should be introduced to students in elementary school in order to foster their decision-making and problem-solving competences in the early learning stage.