服務學習融入帶動中小學社團發展方案學習成效之研究-以德明財經科技大學為例

Abstract

本研究旨在探討服務學習融入帶動中小學社團發展方案實施成效之研究，研究問題包括：一、探討服務學習融入帶動中小學社團發展方案，對受服務小學生之環境知識、環境態度、環境行為的改變；二、研究服務學習融入帶動中小學社團發展方案，對參與服務大學生學習歷程；三、探討受服務小學師長與服務學習方案之合作歷程、回饋與建議；四、提出服務學習融入帶動中小學社團發展方案成功要素。本研究採準實驗研究、焦點團體與質性資料分析並行，量化研究工具乃依據相關文獻設計有效之服務學習融入帶動中小學社團發展方案，以研究者改編之「綠色生活地圖學習成效量表」作為測驗工具，以參與本方案活動之內湖區麗山及文湖國小，總計120名國小三年級學生，做為實驗組問卷施測對象。而以麗山國小未參與本方案活動，計120名三年級學生，做為對照組問卷施測對象，參與對象於活動前與活動後各施行一次問卷調查。質化資料則以德明財經科技大學綠色生活地圖社14名成員、受服務小學4名師長為質性研究對象，並以參與服務大學生之服務日誌、綜合反思回饋表、焦點團體、受服務小學師長回饋表及訪談、和研究者自身之反思作為質性分析資料。 本研究結果與發現如下： 一、量化部份： 在融入方案實驗活動後，實驗組成員在環境知識、環境態度與環境行為的後測分數顯著高於對照組成組，且環境知識、環境態度與環境行為之增進分數達.05統計上之顯著水準。 二、質化部份： 1、參與服務大學生學習歷程：學習是由服務開始，而有學習與成長，並會產生允諾再投入服務的動態歷程，且顯現出多面向之學習與成長，包含自我審查、主動負責、包容尊重、批判思考、溝通協調、與他人互動、反應等能力的提昇，另外也培養感恩、承諾、公民參與等自我效能，可見融入帶動中小學社團發展之學習對參與服務大學生具多方面之影響。 2、受服務小學師長與服務學習方案之合作歷程、回饋與建議：受服務小學師長對於本方案活動，認為方案設計與安排適當，符合國小所需課程，對服務大學生表現持正面肯定態度；本方案活動對受服務小學生、受服務小學師長，及參與服務的大學生具有不同層面的學習與收穫，同時肯定此為帶動中小學社團發展活動之良好模式，認定為有意義之活動。並建議於服務活動前，能先與受服務小學師長更多意見交流機會，並認為以四年級小朋友較適宜推動本方案活動，以期更深入的學習效果。 3、服務學習成功要素：除推動者本身應具之相關知能外，受服務小學、受服務小學生，甚至是家長等相關人士，皆為方案運作的影響人物；而為了讓服務學習方案推動更具效能，除建立長期合作夥伴關係，也應從學校行政支援、課程培訓著手，甚至是政令配合、媒體宣導等皆為不可輕忽的推動力量。This study is aim to investigate the effectiveness of the learning service participation project had influenced the middle and primary school communities. The study questions include: 1. Investigate how the project has influenced the environmental knowledge, environmental attitude, and environmental behavior of primary students being serviced; 2. Investigate how the project has influenced the university students participated in this service, what they have learned; 3. Investigate the cooperation with school staffs, their feedbacks and recommendations; 4. Provide key factors on how the learning service became successful in the middle and primary schools communities. This investigation was based on experiment, focus groups and qualitative data analysis. Quantitative research tools was based on related literatures design on effective learning service on middle and primary school development project. Use researcher adapted「Green Map Learning Outcomes Inventory」as measurement tool, Primary schools involved in this projects were LiShan& Win-Hu Elementary School in Neihu District , total 120 pupils in the third grade as experiment questionnaire subjects. LiShan Elementary School did not participated in the activities, there are 120 third grade pupils as the control questionnaire subjects. Subjects were required to fill the questionnaire before and after the activities. The quantitative data were obtained from fourteen members from Takming University of Science and Technology Green Map Association, and four staffs from the primary schools being serviced as subject, as well as use the service dairy from the university students, reflection journals, focus group, feedbacks and interviews from pupils and staffs in the serviced primary school, and the quantitative data analysis provided from the researcher.

Research results are as follows:

1. Qualitative Sections: After the experiment activities of participation project, the members of the team obtained a higher score of environmental knowledge, environmental attitude, and environmental behavior, compared to the control group member. And all obtained a score with 0.05 higher than the average statistics.

2. Quantitative Sections: 1) Learning process of the university students participated in the service: Service started from learning, which lead to actions of further participation, also reflects learning and growing in a multi-level; which includes improvements of self examination, voluntary responsibility, respect, critic thinking, communication, interaction, and reaction. Also bring up self-trainings such as thankfulness, commitment, and morale participation. These effects represented how the participation in the middle and primary school learning services had influenced university students.

2) The cooperation from the teachers in the primary school being serviced, feedback and recommendations: The primary school being serviced agree that the deign of this project is well suited for the primary school programs, positive feedback was given to the university students participated in this project. The activities of this project provided different levels of learning and harvest to primary school students and staffs being serviced, as well as the university students. Undoubtedly this project can demonstrate the well development and structured activities for middle and primary schools, which has a good meaning behind those activities. They also recommended communication with teachers and staffs prior service activities, and agreed that the forth graders are best suited for this project, which can have deeper learning effect.

3) Factors of Success Service Learning: Apart from the related knowledge that initiator should have, the primary schools and pupils being serviced, as well as parents and other related staffs can all influenced the process of the project. For successfully and effectively promote this learning service project, apart from establish the long-term partner relationship, we should also focus on strong forces such as school administrative support, program training, policy operation, and media promotion.