Planning and Applications on Environmental Learning Trails in Elementary Schools in Central Taiwan

• Main Authors: Tung-Han Chen, 陳東漢
• Other Authors: Min-Ray Lin
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/52360587047008993383

碩士 === 臺中師範學院 === 環境教育研究所 === 93 === Planning and Applications on Environmental Learning Trails in Elementary Schools in Central Taiwan Abstract Setting-up and teachings of environmental learning trails is one of the most effective methods of practicing environmental education. The convenience, security of the campuses and students closed to campuses makes schools the best place for setting-up environmental learning trails for students. The methodologies of visiting on-the-spot, depth interviewing, and a questionnaire were conducted to find out the planning and practice of environmental learning trails in central elementary schools. 11 elementary schools were recommended by city or county education bureau for on-the-spot visits because they were with special characteristics. The schools were visited on-the-spot, teachers who designed and promoted the environmental learning trails were interviewed, 282 objective schools of the questionnaire were stratified randomly sampled out form all the elementary schools in central Taiwan. 564 questionnaires were issued. 437 effective questionnaires returned. The recovery rate was 77.5%. The results were shown: Plant sign, plant teaching garden, and aquatic pools were the most common natural environmental resources in central elementary school. “Plant learning trails” were the most popular environmental learning trails. The next one was “aquatic learning trials.” In the opinions of the teachers, “leaders” were the most important factor of setting-up the environmental learning trails. The difficulties of planning environmental learning trails were “lack of funds,” and “specialists in planning environmental learning trails.” “The attitude and decisions of the principals” the highest determine and the setting-up of environmental learning trails. “Demands of school administrations” come next. In application, that “teachers have no time for designing teaching activities,” “no specific maintaining person,” and “no effective practice” caused were the biggest problem. The merits of practicing environmental learning trails were, in the perspectives of the interviewed teachers, “contributing pupils to know more about their schools and cherish their school,” and “practicing concrete environmental education.” Strategies that teachers commonly use to teach the environmental learning trails teaching were using “worksheets,” “addresses,” and “observation and experience.” Courses for the trails teaching were “Science and Technology,” “Integrated Activities,” and “Local geography and history Education.” What influences the practice of learning trails was “infusion of the learning trails into various teaching areas” and “the needs of the learning trails.” The factor of decisions and attitude of the principals on environmental learning trails cause significant influence on both teachers and pupils. Furthermore, “school of more than 25 classes,” “city schools” and “Taichung city schools” were more active in setting-up the environmental learning trails. “Schools in Taichung county” and “environmental protection school” agree on the learning trails more. “Female teachers” and “inexperienced teachers” have more difficulty in setting-up learning trails than “male teachers” and “experienced teachers.” “Subject teachers” need the learning trails more than “homeroom teachers.” Teachers with environmental teaching experience are better at teaching environmental learning trails than teachers without. According to this research, there are five steps for “proper management on environmental learning trails.” First, principals look for passionate and experienced teachers to form a promoting team. Next, cooperation that divides the work gathers different resources. Enrich the professional knowledge of teachers. Then have subject teachers planning and setting-up environmental learning trails. Form a research team to carry out the subject and trail teaching, prepare worksheets, booklets, handouts, and teaching materials. To have continuous promotion on the learning trails, discussions, improvement, and maintenance were needed. Keyword: environmental education, natural environmental resources, learning trails, environmental learning trails