| Summary: | 碩士 === 臺中師範學院 === 環境教育研究所 === 91 === Abstract
For educational purposes, National Park Headquarters has employed interpreters to introduce natural scenery and historical sites to visitors. The main duty of national park interpreters is promoting environmental education and providing information to the public. They introduce national parks and advocate environmental conservationism to park
visitors. Through interviews with national park interpreters on their
significant life experiences（SLE）and Delphi Technique surveys of researchers, this research aims to construct “Standards of Environmental Literacy of National Park Interpreters.” Moreover, the study was designed to find out national park interpreters’ beliefs and self-assessment on these standards.
Relevant literatures were reviewed to structure an interview framework, which could reveal the SLE of national park interpreters. Twelve national park interpreters were interviewed to generalize a number of SLE and environmental literacy contributing to their success in national park interpreter’s career. Then, ten researchers who were consisted of environmental education scholars, interpretation education experts, researchers on significant life experiences, national park managers, and experienced interpreters, were invited to join three rounds of Delphi Technique discussion. The results led to the formulation of “Standards of Environmental Literacy of National Park Interpreters.” This resulted in the development of “Questionnaire on the Environmental Literacy of National Park Interpreters.” The questionnaire include the SLE of national park interpreters, the influences of SLE on the interpreters’ environmental literacy, and the environmental literacy of the interpreters. A survey was conducted. All national park interpreters were asked to answer this questionnaire.
The main research results indicate that both the experts and interpreters agreed that the interpreters’ SLE leading to their career choice were “passion for the natural environment,” “individual characteristics and enthusiasm,” and “personal value and lifestyle choice.”
The experts and interpreters’ views converged on the influences of SLE on interpreters’ environmental literacy. Both groups agreed that the most important factors elevating the knowledge development of interpreters’ environmental literacy include “the professional knowledge of park managers and peers,” “individualistic natural observations,” “teachers’ instructions during training and related courses,” as well as “intellectual rewards gained in lectures and workshops.” The most important factors strengthening the emotional development of interpreters’ environmental literacy include “sense of mission developed in interpretation work,” “impact of environmental destruction,” and “hope for better environment for the next generation.” Further, the most important factors advancing the skill development of the interpreters’ environmental literacy include “interpretation training,” “observation in natural conservation activities,” and “brainstorming with colleagues.” On the other hand, the most important factors contributing to action initiatives include “experience with nature and environmental conservationism,” “self expectations and responsibility as interpreters,” and “personal experience with environmental destruction.”
The experts established 10 standards of the knowledge development of interpreters’ environmental literacy. For the 10 standards, the interpreters are most confident about “knowledge about natural conservation and diversity of the species.” In terms of emotional development, the experts established 9 standards, among which the interpreters felt most confident about their “appreciation and concern for the environment.” In addition, the experts set up 10 standards for skill development, among which the interpreters felt most confident about “self-reflection on the consequences of individual behavior on the society and environment.” The experts also set up 10 standards for action initiatives and the participants expressed the most confidence in “modeling in the family” among all the items.
Keywords：National park, Interpreter, Significant life experiences, Environmental literacy
|
|---|
