大學院校環境教育指標系統之發展與建構研究
No Thumbnail Available
Date
2004-06-??
Authors
劉潔心
邱詩揚
晏涵文
李恆華
潘瓊如
馮嘉玉
Journal Title
Journal ISSN
Volume Title
Publisher
健康促進與衛生與衛生教育學系
Department of Health Promotion and Health Education
Department of Health Promotion and Health Education
Abstract
本研究旨在建構我國大學校院之環境教育指標，第一年已完成之大學校院環境教育指標係統初步架構，本文則主要呈現第二年之研究歷程及成果。第二年乃根據已建 立之大學校院環境教育指標系統初步架構，透過三次專家座談與兩次的德懷術(Delphi technique)，進行各項指標之重要性與適切性的評估，作為發展與選擇指標之參考依據，並藉由描述性統計、逐步迴歸及群聚分析等統計方法分析專家座 談及德術所得之資料，以驗證其結果具有代表性及充分之解釋力，進而建構能提供重要內涵與資訊之指標系統。 二年之園究結果共發展出現境教育指標系統為3個領域、10個層面、29項指標及86項指標細目。其中環教指標的三個領域包含「輸入」、「過程」及「輸 出」；而領域之下共分10個「層面」，據其重要性及適切性評比排序後，結果依序為1.「環境素養(輸出)」、2.「課程教學(過程)、3.「環境管理(過 程)」、4.「行政政策(輸入)」、5.「教育訓練(過程)」、6.「資源(輸入)」、7.「組織運作(過程)」、8.「背景(輸入)」、9.「推廣活動 (過程)」及10.「具體環境教育成果(輸出)」。在10個層面之下共包含29項「指標」，其中有17項為主要指標，12項為次要指標。主要指標包含： 「教師素養」、「學生素養」、「課程規劃與參與」、「教學資源(教材)」、「教學方法」、「污染防治」、「資源管理」、「景觀規劃」、「政策規劃」、「環 保培訓」、「訓練課程」、「人力資源」、「經費資源」、「工作計畫」、「團體動力」、「系統改造」及「活動規劃與參與」等項；在17項主要指標之下則包含 了22項的主要「指標細目」。 此研究所建構之指標系統，呈現大學校院環境教育之各項主要指標及細目，可作為大學院校及相關單位擬定環教政策計畫、實施環境教育教學、執行環境管理及編列 預算之重要依據，並可進一步提供未來評估大學環境教育品質及建立資料庫之參考。
The purpose of t his study is to develop the environmental educational indicators for higher education. This study havs been conducted for two years. During the first year, an original framework of indicators has been constructed. This paper is aimed at presenting the process and results of this study during the second year. During the second year, in accordance with the original framework of indicators which has been constructed in the first year, we held ongoing informal discussions two times using Delphi technique to evaluate importance and suitability of the environmental education indicators. Statistical methods including descriptive statistics, stepwise regression and cluster analysis had been used to prove the representability and explanation of result. Within this study there were three domains, ten layers, twenty-nine indictors and eighty-six detailed items had been developed. The three domains are “input”, “process” and “outcome”. The ten layers under the domains, as ranked by their importance and suitability are “environmental literacy”, ”educational training”, “resources”, “organizational circulation”, “background”, “popularize activities” and “tangible environmental outcome”. The twenty-nine indicators under the ten layers are seventeen min indicators and twelve minor indicators. The main indicators are ”teacher literacy”, “student literacy”, “curriculum plan and participation”, “teaching resources”, “teaching method’, “pollution prevention”, “resources management”, “landscape”, “policy plan”, “environmental protection training’, “training curriculum”, “human resources”, “budget resources”, “working plan”, “team power”, “systematic reform” and “activities plan and participation”. There are twenty-two major detailed items under the seventeen major indicators. The results of this study serve as an important reference for teaching , future research, policy-making and budgeting for environmental education. In addition, this study helps to establish a valid
The purpose of t his study is to develop the environmental educational indicators for higher education. This study havs been conducted for two years. During the first year, an original framework of indicators has been constructed. This paper is aimed at presenting the process and results of this study during the second year. During the second year, in accordance with the original framework of indicators which has been constructed in the first year, we held ongoing informal discussions two times using Delphi technique to evaluate importance and suitability of the environmental education indicators. Statistical methods including descriptive statistics, stepwise regression and cluster analysis had been used to prove the representability and explanation of result. Within this study there were three domains, ten layers, twenty-nine indictors and eighty-six detailed items had been developed. The three domains are “input”, “process” and “outcome”. The ten layers under the domains, as ranked by their importance and suitability are “environmental literacy”, ”educational training”, “resources”, “organizational circulation”, “background”, “popularize activities” and “tangible environmental outcome”. The twenty-nine indicators under the ten layers are seventeen min indicators and twelve minor indicators. The main indicators are ”teacher literacy”, “student literacy”, “curriculum plan and participation”, “teaching resources”, “teaching method’, “pollution prevention”, “resources management”, “landscape”, “policy plan”, “environmental protection training’, “training curriculum”, “human resources”, “budget resources”, “working plan”, “team power”, “systematic reform” and “activities plan and participation”. There are twenty-two major detailed items under the seventeen major indicators. The results of this study serve as an important reference for teaching , future research, policy-making and budgeting for environmental education. In addition, this study helps to establish a valid