| Summary: | 碩士 === 臺中師範學院 === 環境教育研究所 === 90 === From the perspectives of environmental psychology and educational psychology, this research attempts to study elementary school students’ setting preferences and environmental issues’ concerns when participating outdoor activities of family or school. By understanding the relationship among students'''' demographic characteristics, outdoor settings preference, and environmental issue concerns , to show the opportunities of outdoor environmental education.
This research base on a 23-item Likert scale, is done to measure students’ outdoor setting preferences from two categories of the physical and social surrounding. A factor analysis of these items resulted in seven factors─named as “convenience & facilities preference”, “ primordial & natural environment preference”, “management preference” , ”adventurous activities preference”, “appreciative activity preference”, “sociality activities preference” and” educational activities preference”. Further a cluster analysis of 23 item students’ preferences was conducted to divide students into four groups, named as “the group of environmental learning”, ”the group of natural adventure”, “the group of artificial excitement”, and “the group of alienating from environment”. Moreover, The other 28-items Likert’s scale is used to measure the degree of students’ environmental issue concerns. Through factor analysis, these items were classified into five factors: “concern for living being”, ”concern for carry-over of consumption”, “concern for natural resources”,” concern for healthy of human being” and “concern for general environmental issue”.
After further analysis, this research find the following:
1. Outdoor settings preference is under the influence of varying items among students’ demographic characteristics such as grades, sexes, degrees and occupations of the mother, family form, owning a resort venture at home or not, willingness of participation, a policy-maker, and participation in the policy discussion.
2. Environmental issue concerns is under the influence of varying items among students’ demographic characteristics such as educational background of the mother, willingness of participation, a policy-maker, and participation in the policy discussion.
3. There is a relationship between outdoor settings preference and environmental issue concerns.
4. Students belonging to different preference groups have discrepancy on environmental issue concerns.
This research not only shows the opportunities of outdoor environmental education but also proves the interrelation between learning settings and learning desire of outdoor environmental education. It proves furthermore the influence of a learner''''s personal traits on learning settings and learning desire as a beneficial beginning for environmental education. The researcher intends to provide some references for teachers and organizations working on environmental education, It is the resercher’s hope to contribution to the promotion of environmental education by making suggestions from relevant conclusions.
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