促進議題認知與反思的桌遊設計與成效：以氣候變遷議題為例

Abstract

由於人類的各種活動已嚴重影響到自然環境，聯合國的永續發展目標（SDGs）其中一項「氣候行動」，指的是為了因應氣候變遷以及其影響而採取的各種緊急措施，當中提到教育是不可或缺的一個環節。然而氣候變遷議題是複雜多面向的，且學生在學習上並非只是「理解」，要能夠實際省思自己對於氣候變遷的影響，並且能夠實際做到價值觀的改變，甚至反映到日常行為上。因此本研究想得知在教學上，教學者要如何能夠培養學生此種「反思」的能力。本研究認為「教學性桌遊」的設計是一個既能讓學生理解複雜的氣候變遷及氣候行動知識，又能在過程當中使學生達到反思，進而改變其行為。故本研究欲開發一款名為「溫度的重量」的桌遊，希望藉由桌遊機制的設計，來進行針對高中學生的氣候變遷議題教學，並且希望能夠增長學生氣候變遷相關知識、態度與技能。本研究以桌遊為教學媒介，將此桌遊教學活動實施124名桃園某高中的學生，並以前測與後測試題及量表蒐集資料，經過統計量化分析以及質性資料內容分析討論此教學成效。研究結果顯示本研究開發之桌遊機制具有幫助學生學習氣候變遷議題的效果，學生的知識、態度與技能等面向都有所成長，並且部分學生能夠在遊戲過程中達到反思，願意於日常生活中實踐氣候行動。Due to various human activities severely impacting the natural environment, one of the United Nations Sustainable Development Goals (SDGs) is"Climate Action," which refers to the various urgent measures taken to address climate change and its impacts. Education is considered an indispensable component in addressing this goal. However, the issue of climate change is complex and multifaceted. Students need to go beyond mere "understanding" in their learning; they should reflect on the impact of climate change and be able to bring about changes in their values, even reflecting in their daily behaviors.

Therefore, this study aims to explore how educators can cultivate students' ability to engage in such "reflection" in the teaching of climate change. The research suggests that the design of "educational board games" is a means to not only help students comprehend the complexities of climate change and climate action but also foster reflection in the process, leading to behavioral changes. The study intends to develop a board game named "Pressure of Temperature" for high school students, aiming to conduct climate change education using the mechanisms of the board gameand hoping to enhance students' knowledge, attitudes, and skills related to climate change.

Using board games as a teaching medium, the study implemented this board game teaching activity with 124 students from a high school in Taoyuan. Data were collected through pre- and post-tests as well as surveys, and both quantitative and qualitative analyses were conducted to assess the teaching effectiveness. The research findings demonstrate that the board game mechanism developed in this study has an effective impact on assistingstudents in learning about climate change issues. Students have shown growth in various aspects such as knowledge, attitude, and skills. Furthermore, some students were able to engage in reflection during the game process and expressed willingness to practice climate actions in their daily lives.