| Summary: | 碩士 === 世新大學 === 觀光學研究所(含碩專班) === 94 === The purpose of this study was to explore the effects of personal interpretor on elementary students’ environmental behavior. The study applied three kinds of measuring scale to evaluate the effects of environmental education, which were “Environmental Knowledge”, “Environmental Attitude”, and “Environmental Behavior”. The domains of “Environmental Knowledge” included the knowledge of ecology, environmental science, and the environmental-related issues. The dimensions of “Environmental Attitude” included the attitude toward recycling, conservation, animal rights/animal protection, nature appreciation, and pollution. The “Environmental Behavior” included three categories, which were persuasion, consumption action, and eco-management. The personal information of students were contained gender, grade, the experiences of environmental education in the past, the experiences of participating interpretive programs in the past, and the occupations of students’ parents.
Elementary students participated field trip in the Tropical Rain Forest area of Taipei City Zoo were chosen for the study. A tour program named “One Day Learning Tour” was applied to the fourth grade students in order to compare the effect of personal interpretation. A total of 288 valid questionnaires was received from students visited the Tropical Rain Forest areas.
The results showed that there is no significant relationship between the personal interpretation and environmental knowledge. The relationship between the grades and environmental knowledge shows that students in the fifth and sixth grades get higher scores in environmental knowledge than the fourth grade. Among the experiences of environmental education in the past and the experiences of participating interpretive programs in the past were significantly effects on the environmental knowledge. Parents’ occupations had significant relationship between the environmental knowledge.
There are significant differences on students’ grade and environmental attitude, and the fourth grade students get the highest score. But the experiences of environmental education in the past, the experiences of participating interpretive programs in the past, the occupations of students’ parents, and gender are not significant on environmental attitude.
There are also significant differences on students’ grade and environmental behavior. But the experiences of environmental education in the past, the experiences of participating interpretive programs in the past, the occupations of students’ parents, and gender are not significant related on environmental behavior.
As to the relationship among knowledge, attitude, and behavior, the result shows that if students were more knowledgeable about the environment, and they would become more aware of the environment, eventually, students could change their behavior.
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