石門水庫集水區生物多樣性課程教學成效之研究

Abstract

本研究主要目的在探討實施以「石門水庫集水區生物多樣性」為主題之課程教學，對於國小四年級學生在接受本課程之後對其環境知識與環境態度上的影響，以及學生對此課程之意見與接受程度。 研究者以基隆市某國小四年級兩個班級作為研究對象，一班為實驗組，進行本研究之課程教學；另一班為對照組，不進行任何教學活動。研究採用準實驗研究法，以量化問卷為主，質性研究為輔的研究工具，進行資料的蒐集與分析。研究者以自編之「水庫集水區生物多樣性評量問卷」對實驗組與對照組進行前後測，並蒐集教師於實驗組教學時所做之手札、實驗組學生學習單以及訪談紀錄等質性資料作為研究工具，在教學活動前、後進行評測，並將前、後測資料進行統計分析。研究結果顯示： 1. 實施本研究設計之課程後，學生從對水庫陌生，轉變為覺知水庫的存在以及重要性；學生對水庫集水區生物多樣性的相關保育知識有明顯提升且達顯著效果，並瞭解何種行為會破壞水庫集水區內的生物多樣性。 2. 由於學童在初始階段已經具有極為正向的保育態度，因此實施本研究之課程後，學生在水庫集水區生物多樣性態度部份，雖有正面成效但未達顯著差異。但教學活動介入後，仍強化了學童對水庫集水區生物多樣性保育的行為意向。 3. 學生對本課程接受程度極高，且教師若能多使用遊戲、多媒體、網路查詢等多元有趣的方式進行教學，則能提高學生的學習興趣。 最後研究者根據研究結果與發現提出建議，在課程設計及教學的建議如下： 1. 水庫集水區保育課程應配合學校本位課程實施。 2. 應設計以水庫為主題之校外教學課程。 3. 教師應充實自身對生物多樣性的相關知識以進行教學。 4. 學習單的設計應注意勿造成學生負擔。 在未來相關研究的建議如下： 1. 水庫議題的研究對象也應包含成人。 2. 未來的研究中後測可以考慮以不同時間點來延後施測，以瞭解接受課程的學童其知識、態度的相關變化。The main purpose of this thesis is exploring the curriculum teaching which the topic is “biodiversity in Shihmen reservoir watershed area”, regarding the influence on the fourth grade students’ environment knowledge and the environment attitude after accepting this curriculum, as well as their opinions and receptivity about this curriculum.

The researcher takes two Keelung elementary fourth grade classes as the object, one class is an experimental group, carrying on curriculum teaching designed in this research; another class is a control group, without any teaching activity. The accurate experiment methodology is used in this thesis, taking the quantitative questionnaire primarily and the qualitative research method as the auxiliary research tool to collect and analyze the information. Researcher edits the “reservoir watershed area biodiversity evaluation questionnaire”, carries on to the experimental group and the control group, collects the qualitative information such as teachers’ notebook, learning sheets and interview in the experimental group as the research tool, and evaluates students before and after teaching activities. Then those evaluation data will precede statistical analysis. The findings are showed as following: 1. After implementing curriculum designed in this research, students’ attitude toward the reservoir transforms from strange to aware of its existence as well as the importance. The students’ knowledge about reservoir watershed biodiversity has promoted obviously with remarkable effect, and they also understand what kind of behavior will destroy the biodiversity in the reservoir watershed area. 2. Because the schoolchild already had the extremely positive attitude in the preliminary stage, therefore after implementing curriculum teaching designed in this research, students’ attitude about the biodiversity in reservoir watershed area has the positive result with no remarkable difference. But after teaching activity involvement, it still strengthened the students’ behavior and intention to the biodiversity in reservoir watershed area. 3. The extent of this curriculum that students can accept is extremely high. If teacher can use multi-dimensional and interesting way to carry on the teaching, such as game, multimedia, network research, then students’ study interest will be enhanced.

Finally, according to the findings and the discovery, suggestions of curriculum project and the teaching are as following: 1. The curriculum of the reservation of the reservoir watershed area should coordinate the implementing of school-based curriculum. 2. School should design field trip which the topic is the reservoir. 3. The teacher should enrich the knowledge of biodiversity to carry on the teaching. 4. The design of learning sheet should not become the burden of students.

The suggestions of future research are as following: 1. The adult should be involved in the research subject of reservoir. 2. In the future research, post-evaluation may be taken at different time in order to understand the changes of students’ knowledge and attitude after accepting the curriculum.