5E學習環模式應用於全球暖化教學之概念、態度、行為意向成效評估

Abstract

本研究旨在探討國小五年級學童接受5E學習環模式的全球暖化教學後，其對全球暖化知識、態度與行為意向的改變情形。本研究採準實驗研究法，對象為台北市某所國小五年級學生共120人，由研究者進行5E學習環模式全球暖化教學。研究工具為自編的全球暖化教學活動與全球暖化課程問卷，其探討目的主要可列為下列幾項：(一)學生學習5E全球暖化後其相關知識理解的情形、(二)學生學習5E全球暖化教學模組前後，其學生對全球暖化態度的轉變情形、(三)學生學習5E全球暖化教學模組前後，其在抗暖化行為是否達顯著、(四)5E全球暖化教學模組實施之情形。 經由本研究的探討，學習者在全球暖化相關知識題、全球暖化態度量表及減緩暖化行為量表三者上，其前後測的測驗成績經相依樣本t考驗後，皆達顯著性，並輔以學習單分析，了解學習者的學習過程。且透過推論性統計，得知對暖化的態度與減緩暖化的行為意向間存在相關性，兩者於教學後的進步情形可以以線性函數預測其進步情形，有高度效果量(E.S.=0.43)。整體而言，經5E學習環模式全球暖化模組教學後，對學生對暖化相關的概念、對全球暖化的態度及減緩暖化的行為意向上都有提升作用。課程設計方面，本研究中循環式的5E學習環設計對學生建立暖化相關知識、對暖化的態度與行為意向上有正向的影響，建議未來環境課程的設計可透過多面向的探索(Exploraton)、解釋(Explanation)、評鑑(Evaluation)，以提高學生對環境的知覺，進而影響其對環境的態度與行為意向的表現。

This study aimed to understand the change of students’ global warming concepts, attitudes, and intension of envirovmental behaviors after accepting global warming curriculum by using 5E learning cycle model. The participants were 120 fifth students separated to 5 classes from a elementary school at Taipei city whom were taught by quasi-experimental designs. Various data had been used in this study such as global warming concpet questionnaires, attitude questionnaires, intension of envirovmental behaviors questionnaires, worksheets, and teacher’s observing notes. The resuls showed that the scores of global warming concpets, attitude, and behavior all made progress after paired-t tests. Second, it found that there was positive correlation between addtitude and intention of behavior, and both of them could predict the progress by linear regression function with high effect size (E.S.=0.43) after accepting the global warminig curriculum. To conclude, it had positive effects on establishing global warming concepts, attitudes, and intension of behaviors by using repeated 5E learning cycle model and suggesting the design of global warming curriculum may thorough diverse exploration,explanation, and evaluation to improve students' consciousness of the environment in future study.